37.58, TOC: Researching and Teaching Languages 44 / 2 (2025)

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LINGUIST List: Vol-37-58. Wed Jan 07 2026. ISSN: 1069 - 4875.

Subject: 37.58, TOC: Researching and Teaching Languages 44 / 2 (2025)

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Date: 06-Jan-2026
From: Justine Paris [justine.paris at u-paris.fr]
Subject: Researching and Teaching Languages Vol. 44, No. 2 (2025)


Publisher: Justine Paris

Journal Title: Researching and Teaching Languages
Volume Number: 44
Issue Number: 2
Issue Date: 2025
https://journals.openedition.org/apliut/12183

Subtitle: Language learner empowerment: Theory, practice, and contexts

Main Text:

2025. iii, 182 pp.
Introduction
Table of Contents
Articles
Empowerment in language education: A scoping review
Carmenne Kalyaniwala
pp. 12-36
Empowering university EFL learners through peer review
Claire Tardieu and Eva Guerda Rodriguez
pp. 37-59
Empowerment et apprentissage des langues : quand le numérique donne la
parole aux apprenants du FLE débutants
Laurine Dalle et Jovan Kostov
pp. 60-80
Proposer la lecture intégrale du roman graphique New Kid en cours
d’anglais et développer l’empowerment des apprenants en classe de 3e
Élise Ouvrard
pp. 81-113
Engagement et empowerment dans la formation linguistique des migrants.
Pour une prise en compte holistique des situations
d’enseignement-apprentissage en didactique des langues
Aurélie Mariscalchi
pp. 114-136
Students’ readiness for learner autonomy: A comparative analysis of
EFL learning in French and Algerian universities
Rahima Arib and Daniel Schug
pp. 137-148
Integrating multiple approaches to teacher pedagogical competence,
student motivation, and pedagogy in EFL/ESP
Stella Anne Achieng
pp. 149-158
Managing the heterogeneity of a group of learners: Empowering students
to make them independent learners
Nolwena Monnier
pp. 159-169
Empowering learners through mediation, creative texts, and personal
practices in different English-teaching contexts
Lily Schofield
pp. 170-182
This issue explores how the concept of empowerment is understood,
experienced, and operationalized in language teaching and learning.
While empowerment is commonly linked to constructs such as autonomy,
agency, and motivation, it is rarely given an explicit definition and
often remains conceptually entangled with various related notions. The
body of work assembled here highlights its multidimensional nature,
which encompasses both individual responsibility and collective
participation, as well as the central role of teachers in creating
empowering environments. It also underlines the methodological
diversity required to study this phenomenon and the need to consider
issues of equity, inclusion, and access. The contributions
additionally cover a wide range of contexts—from schools to
universities, and from online platforms to continuing and migrant
education—thereby offering theoretical insights, empirical studies,
and practical teaching reports. The contributions also examine how
empowerment is impacted by practices such as peer assessment,
literature-based projects, differentiated instruction, and using a
variety of digital tools. Finally, the contributions document the
relationship between empowerment and learner autonomy, emphasizing how
empowerment operates at the intersection of formal and informal
learning. Together, the articles provide a comprehensive and
multi-perspective dialogue that contributes to advancing the
understanding of empowerment in the field of language education.
Link to the issue : https://journals.openedition.org/apliut/12183
Please contact Justine Paris of you experience any difficulty in
accessing some of the articles: justine.paris at u-paris.fr

Linguistic Field(s): Applied Linguistics
                     Language Acquisition

Subject Language(s): English (eng)
                     French (fra)




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