Dear Colleagues,

As the multilingual turn in language education has gradually evolved as a “default setting” for many academic researchers and practising teachers alike, it seems now imperative to further identify and clarify the influences of contextual factors upon the dynamics of language education. Given the diverse contexts in which language education may be situated, multilingualism and its implications have never been, and should never be, “standardised” as an over-simplified version for any situation or any learner needs.

Thus, this Special Issue will focus on the role context plays in shaping, promoting, and even constraining language education as a means to promote multilingualism at both the individual and societal levels. Context here is most widely defined, including geographical context, social context, linguistic context, educational context, pedagogical context, situational context, amongst many others.

In this Special Issue, all types of submissions in accordance with the Journal’s author guidelines are welcome. Research areas may include (but not limited to) the following:

• Second and foreign language learning

• Learner psychology

• Linguistic approaches to multilingualism

• Curriculum design and development

• Innovations in teaching methods

• Classroom assessment and feedback

• Language teacher education

• Language education policy

We look forward to receiving your contributions!