The Language Learning Journal

Equality, diversity, and inclusion in language teaching

Call for papers

Special Issue: Equality, diversity, and inclusion in language teaching

In the field of foreign language education (FLE) increasing attention is being directed toward addressing systemic inequities, developing inclusive pedagogical approaches, and fostering a sense of belonging among students from diverse linguistic, cultural, and socio-economic backgrounds within the language learning community. Equity, diversity, and inclusion (EDI) challenges in FLE classrooms (Becerra-Murillo and Gámez 2023) along with the obstacles educators encounter in preparing for inclusive instruction and effecting transformative change (Villarreal Buitrago and Méndez Rivera 2021), require urgent attention. These efforts align with United Nations Sustainable Development Goals 10 (Reducing Inequalities) and 4 (Quality Education) (United Nations 2025). 

The inclusion of disabled students in FLE classrooms highlights the need for teacher specialisation, dynamic classroom management, and supportive strategies that ensure everyone can learn meaningfully in such contexts (Effendi et al. 2024). However, teaching about inclusion in a general way, without addressing the needs of particular groups of learners, has proven unbeneficial. These overly broad ‘pan-diversity’ approaches in teacher education are insufficient (Li and Jee 2021: 127).For this special issue, we call for papers that focus on the specific needs of foreign language learners. We are excited to announce this special issue dedicated to exploring the many ways EDI influences FLE around the globe. We aim to show how EDI principles intersect with day-to-day teaching, institutional policies, teacher training, curriculum development, assessment practices, and the psychology of language learning across diverse FLE contexts. 

We encourage contributions from scholars, practitioners, and educators who focus on teaching of any foreign language, are committed to making FLE more equitable, who value diverse perspectives, and who strive to foster inclusive classroom environments. Submissions should engage with both local and global realities and offer new strategies for weaving EDI into the fabric of FLE. We invite original research (quantitative, qualitative, or mixed-methods), conceptual papers, and practitioner research that offer fresh insights on topics including, but not limited to, the following:

Critical language awareness and EDI

• Examining how critical language awareness can inform EDI in language classrooms.
• Analysing how power and privilege manifest through language use, materials, and policies.

Inclusive teaching strategies and materials

• Developing and testing inclusive lessons and materials that support diverse cultures, identities, and experiences.
• Research on the impact of inclusive materials on language learning outcomes and learner psychology.

Teacher education and professional development

• Investigating how teacher training programmes incorporate (or fail to incorporate) EDI principles.
• Exploring the impact of teacher beliefs and identities on classroom practices.

Intersectionality in FLE

• Addressing the ways race, gender, socio-economic status, sexuality, age, religion, dis/abilities, and other identities intersect in language teaching/learning contexts.
• Case studies on EDI-supportive pedagogies for learners with diverse needs and backgrounds.

Policy, leadership, and institutional contexts

• Critical examination of language-in-education policies and how they uphold or hinder equity and diversity.
• Role of institutional leadership in promoting EDI within FLE contexts.

Digital learning and EDI

• The opportunities and challenges of digital learning environments (with a particular focus on emerging technologies such as artificial intelligence and extended reality) for promoting or undermining EDI.
• Digital divides, access, and inclusive technologies for language learners.