Francisco Javier Palacios-Hidalgo
Cristina A. Huertas-Abril
Special Issue Information
Dear Colleagues,
Language teaching is currently undergoing a significant change in terms of the approaches and methodologies used in the classroom. In this sense, learner-centred approaches are gaining relevance, replacing traditional teacher-centred models. In these new approaches, the student becomes the protagonist and plays an active role in their own learning process, while the teacher acts as a guide or facilitator, providing tools and resources for learning, rather than being the centre of attention. Students now have the freedom to choose their own learning objectives and work at their own pace, resulting in greater motivation and engagement in the learning process and higher success in language acquisition.
Similarly, communicative approaches are replacing more traditional methods, giving importance to oral and written communication, not just grammar and translation. Such is the case of CLIL (Content and Language Integrated Learning), a bilingual education approach that is gaining ground in Europe and increasingly in other parts of the globe, in which students learn the language through the teaching of other non-language subjects, allowing for more contextualised and meaningful learning.
Technology is also playing an important role in the development of new language teaching methodologies and practices, with the use of virtual platforms and interactive tools that allow for greater interaction and personalisation of learning. Models such as Computer Assisted Language Learning (CALL) or Artificial Intelligence Assisted Language Learning (AIALL) offer new forms of learning that are more interactive and personalised and favour the adaptation of content and exercises to the individual needs of students.
This Special Issue aims to bring together proposals for innovation in language learning and teaching from a broad perspective. We welcome contributions describing innovative teaching experiences at any stage of education, systematic reviews or meta-analyses that contribute to the advancement of knowledge about new ways of teaching languages. Similarly, there is also room for research focused on language teaching and learning through new methods or practices that can strengthen the scientific literature in the field. In short, this Special Issue seeks to make visible the latest educational advances in order to achieve more interactive, contextualised and meaningful language learning.
We look forward to receiving your contributions!
