LINGUIST List 32.1242

Thu Apr 08 2021

Calls: Applied Linguistics / LIDIL (Jrnl)

Editor for this issue: Sarah Robinson <>

Date: 06-Apr-2021
From: José Aguilar <>
Subject: Applied Linguistics / LIDIL (Jrnl)
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Full Title: LIDIL

Linguistic Field(s): Applied Linguistics

Call Deadline: 05-Jun-2021

Call for Papers:

Time and language development: pedagogical and practical considerations

This issue intends to help partially bridge this gap by questioning how the temporal parameter was, is and will be taken into account in the literature of the field. The focus here is in teacher-fronted, institutional settings, where language development is situated in two respects. The articles could for instance address the following questions: is the duration of exposure to input or to learning in a guided environment likely to interact or be influenced by learner-specific variables such as age, cognitive ability, language repertoire, personality or prior language learning experiences? Can a correlation be established between duration of exposure to input / learning time and knowledge transfer to long-term memory? How does mental rehearsal and / or subsequent retrieval and reuse of given learning objects constitute (or not) levers for learning? The proposals may also seek to analyse the relationship between teaching professionals’ instructional practices and student achievement: do these mediators carry (un)conscious expectations as regards student achievement over given learning periods of time? Are they aware of any adaptation of their pedagogical practice to help learners reach more or less dense / varied learning objectives, depending on how they perceive learners’ length of exposure to the target language (measurable in days, months, years, etc.)? Are teaching professionals aware of the influence the institutional time frame can have on their own teaching practices? Are there any specific pedagogical interventions and practices or specific periods of exposure and / or target language uses that have the potential to foster second language acquisition within a given time frame? To what extent does the relationship between learning progressions and teaching sequences coincide (or not) as regards the length of exposure to the target language? Finally, authors may also question the national and continental issues linked to the unification of learning time frames. What roles should be assigned to common evaluation practices which seek to foster the emergence of a “learning time type of pragmatics”? What are the links between public policies investing in language education and the language study-time estimations they provide? What pedagogical and practical consequences should be drawn when the predicted language outcomes are not in line with the anticipated study-time estimations?

Deadline for submissions of abstracts (3 pages): 5th June 2021
Notification of acceptance or rejection of submissions: 15th July 2021
Deadline for submission of full articles: 15th December 2021
Anticipated date of publication: December 2022

Proposals should be sent to the following addresses:

In no case should full papers exceed 40,000 characters (including spaces);
Articles may be written in French, English or Spanish. The final version of the article must include a summary in English and a summary in the language of the article. If the article is written in English, then the other summary will be in French. The same guidelines apply for keywords.
The template and instructions for authors can be found at

Page Updated: 08-Apr-2021