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This Element aims to provide evidence-based, research-informed applications of translanguaging pedagogies across various multilingual classroom contexts. By offering both theoretical implications and specific examples of translanguaging in action, the Element aims to help educators to implement translanguaging pedagogy that challenges monolingual norms in educational institutions. The Element also explores new theoretical notions derived from translanguaging, such as translanguaging sub-spaces,

This Element highlights the role of constraints in shaping multilingualism. It discusses their conceptualisation, starting from Michel de Certeau's view of action in everyday life, and operationalisation for the study of migrants. The results of the research conducted among Gambian migrants in Italy show not only constraints but also the tactics to inhabit them, as well as non-language related aspects, for example suffering, which are grouped into five clusters. These are (1) lack of support; (2

This Element aims to expand the theoretical and methodological boundaries of Cognitive Linguistics. Research on language contact from a cognitive perspective has been neglected despite the omnipresence of linguistic contact situations. This Element addresses questions of language contact research from a cognitive perspective. The aims of this Element are twofold: first, to present the current state of the art in cognitive contact linguistics; second, to discuss existing and original theoretical

This Element explores multilingual university spaces and decoloniality, critically examining how coloniality and neoliberalism intersect. While neoliberal language policies aim to equip students with English as a 'lingua academia', critical issues relating to students' translingual identities and belonging are often overlooked. Empirical data are shared from a linguistic landscape study involving a walking ethnography of a university educationscape in the United Arab Emirates, whereby Emirati st

Reconceptualising language as a dynamic, relational, and embodied practice, this book explores the concept of languaging. Moving beyond static, standardised, and purified understandings of languages, it traces how communication is lived, contested, and embodied across urban, rural, and remote mobility, everyday encounters, classroom pedagogies, and digital platforms. Through critical analyses of First Knowledging and First Languaging, nomadic languaging and knowledging, racialised and AI-mediate

The topic of linguistic networks unites different frameworks in cognitive linguistics. This Element explores two approaches to networks, specifically Construction Grammar of the Goldberg variety and Word Grammar as developed by Hudson, and how they inform work on language change. Both are usage-based theories, but while the basic units of Construction Grammar are conventionalized form-meaning pairings gathered in a construct-i-con, the basic units of Word Grammar are words in dependency and othe

Call for Papers: The International Linguistic Society is delighted to invite you to participate in the International Thematic Conference of Language Education Research and Applications, Language Education 2026, to be held online from 24-26 June 2026. The primary aim of the conference is to advance key areas of language education, welcoming at the same time innovative approaches to related research and applications. The Language Education 2026 conference envisions a vibrant platform for coll

An international Scholarly Conference 鈹� Actual Problems of Kartvelology 鈹� XVI, Dedicated to the 80th Anniversary of the Birth of the Meritorious Kartvelologist, Professor Revaz Sherozia will be held on February 2, 2027, organised by the Tariel Putkaradze International Society of Kartvelology, Akaki Tsereteli State University, Kartvelology Centre at St. Andrew the First-Called Georgian University of Patriarchate , Shota Meskhia Zugdidi State University and Duzce University. The deadline fo

There is a heightened and growing interest in integrating (formal) linguistics into the language classroom (Trotzke & Kupisch, 2020), as evidenced by the recent launch of the journal Pedagogical Linguistics in 2020 (Hudson, 2020; Trotzke, 2023; Widdowson, 2020) and large-scale pedagogical projects like Sheehan and colleagues鈥� Modern Foreign Languages in the UK (Sheehan et al., 2021, 2024). The claim is that appropriate adaptation of theoretical linguistic concepts and knowledge for the classroom

We are excited to announce the second edition of a new recurring meeting dedicated exclusively to computational psycholinguistics. This meeting aims to provide a dedicated platform for researchers and practitioners to discuss computational models that explain and predict human linguistic behavior (e.g., as observed in psycholinguistic experiments), to bring together experts from different subfields to advance our understanding of language processing mechanisms, and to analyze the successes an

EDIMA, the IMA鈥檚 School of Didactics, is an initiative launched in 2023 by Arabic Language and Civilization Centre [CLCA] of Institut du Monde Arabe [IMA]. It gathers international figures in the teaching of Arabic as a foreign language. One of EDIMA鈥檚 long-term objectives is to create and maintain an international network of Arabic language teaching experts 鈥� researchers and field practitioners. For its 4th edition, to be held in the autumn of 2026, EDIMA aims to explore the training of tea

Polysemy in the Evalutive Sphere is a seminar pertaining to the project Slurs and the Lexicon: A Rich-Lexicon Approach to Slurs and Other Evaluative Expressions - LEXISLUR (https://danzeman.weebly.com/lexislur.html) featuring monthly talks by specialists in polysemy. We cordially invite you to a talk by Tamara Dobler (Free University of Amsterdam) entitled "Derogation by Co-composition: Nominal Structure and Evaluative Meaning" (see the abstract below). The event takes place online on Friday, MA

The Centre for Corpus Research at the University of Birmingham cordially invites you to this year鈥檚 Sinclair Lecture, which will be delivered by Professor Andrew Kehoe (Birmingham City University). The lecture will take place on Monday, 6 July, at 6.00 pm (British Summer Time) and is titled 鈥淭racking language use across time: 25 years of innovation鈥�. The lecture will be held in Alan Walters G03 on the University of Birmingham鈥檚 Edgbaston campus and will also be livestreamed. As in previous ye

Focus: The program combines grammatical theory with applied teaching proposals: linguistic variation, reflective grammar, multilingualism, Spanish as a Foreign Language (ELE), corpora, visual syntax, and new ways of working with grammar in the classroom. Description: Grammar teaching needs spaces for dialogue between research and the classroom. It is precisely with this aim that the GramEn School was created, whose second edition will take place from June 29 to July 3, 2026, in Barcelona.

HackaCon is an interdisciplinary challenge exploring one of the hardest problems in AI and interaction research: can AI generate a 鈥渞ecording鈥� of a convincingly natural-sounding conversation? Moreover, can it make that conversation sound like it has happened between two specific speakers 鈥� in our case, Agent Luke and Chris Nemesis 鈥� people who have never interacted? And can it make them chat about specific topics? In different words, unlike conventional AI hackathons and generation tasks, Hac

As custodians of global public discourse today, transnational tech platforms govern who may speak, to whom, and how. While they have helped document and revitalize minoritized languages and connect diasporic communities, they also make language-related decisions that can disproportionately disadvantage speakers of those languages. On platforms like Facebook, non-English users navigate a linguistic environment where content moderation is often severely under-resourced compared to that available t

This Element has three main aims. First, the authors wish to synthesize research on language teacher psychology to provide state-of-the-art insights into the topic and identify possible avenues of scholarship. They do so by adopting a trilogy of mind perspective, which helps organize aspects of teacher psychology into three domains: cognition, affect, and motivation. Second, the overview of the literature outlines key issues, identifies gaps in current understandings and scholarship, and it also

This Element explores the relationship between creativity, poetry, and cognition through the lenses of cognitive linguistics and cognitive poetics. Section 1 situates poetic creativity within the frameworks of conceptual metaphor theory, cognitive grammar, and text world theory, reconsidering traditional views of creativity by showing how linguistic structures underpin both writing and reading poetry. Section 2 adopts an autoethnographic approach, documenting the writing of poems, demonstrating

This Element examines the origins, development, and prospects of forensic linguistics in Indonesia, drawing on a survey of 53 participants and a systematic review of studies from 2011 to 2023. Emerging from early language-related cases in the Old Order era and initially driven by scholars trained abroad, the field has grown through research, collaboration, and academic integration. Key topics include justice sector needs, linguistic diversity, standardization, and institutional strengthening. De

This Element introduces PrInDT (Prediction and Interpretation in Decision Trees), a statistical approach for modeling relationships between extra- and intralinguistic variables in World Englishes. It is based on decision trees and controls their size in a way that they are easy and straightforward to interpret. Furthermore, PrInDT optimizes their accuracy so that they best fit the data and can be reliably used for prediction. Moreover, it can handle unbalanced classes that occur, for example, wh