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Innovative Practices in Higher Education Language Teaching

Volume 41, Issue 1 (June 2022) of Researching and Teaching Languages for Specific Purposes

In a matter of days, the Covid-19 pandemic transformed teachers and researchers in Higher Education around the world into practitioners required to teach from home, using new technologies. Teaching at a distance became the « new normal » and, since March of last year, throughout this crisis, teachers have had to be more creative than ever to transform their practices and to work - on a daily basis - with tools that they had sometimes never used before for language teaching. Teachers’ constant efforts to come up with innovative practices for language teaching will probably deeply change teaching practices in the long run. The value of learning management systems and video conferencing tools, the integrated use of the internet and smartphones during classes, the in-person or remote learning / teaching modes, the use of YouTube and social networks, serious games or mind maps should thus be reinforced, once the crisis is behind us.

But innovative practices in language teaching in Higher Education are not limited to the integration of technological advances into teaching. The Common European Framework of Reference for Languages, which was published 20 years ago, has undoubtedly had as much influence on teaching practices in Higher Education than all the new technologies put together. The research work of the last decades in language didactics, cognitive sciences, linguistics, or phonology; the body of research on motivation, emotions, desires and resistance in language learning, and many other research endeavors around - but also aside from - technology have all, in their own way, influenced language teaching in Higher Education.

It is with an open mind on all the scientific advances that surround us; an open mind taking into account the past, analyzing the present and looking to the future, that we invite authors to submit a text for this issue of Researching and Teaching Languages for Specific Purposes on the theme of « Innovative Practices in Language Teaching » to be published in June 2022. Authors will find some possible directions for their submission below. This list is not intended to be exhaustive.

  • Epistemological axis: the contribution of innovations to language teaching/learning, the constraints and limits of innovation in languages, the history of innovation in languages, the critique of innovation, science and innovation in languages, scientific publications and innovation in languages etc.

  • Applied research axis: results of research-action or research-development in specialized languages around new technologies and innovative practices without technologies, neuroscience and cognitive science, etc.

  • Institutional axis: institutional levers and constraints for the implementation of innovative pedagogies for ESP in Higher Education, financing and sustainability of projects, new language training, etc.

  • Pedagogical practices: examples of innovative pedagogies in the language classroom (clickers, mind maps, serious games, ICT, direct teaching, pedagogical experiences taking into account the contributions of cognitive sciences, etc.), feedback from teaching in times of the "Covid-19" crisis, etc.

Contributions can be:

  • research articles – 25,000 à 40,000 signs maximum (spaces not included), outside abstracts and keywords;

  • research notes – 10,000 à 20,000 signs maximum (spaces not included), outside abstracts and keywords;

  • notes on teaching experience in Higher Education - 10,000 à 20,000 signs maximum (spaces not included), outside abstracts and keywords;

  • reviews - 8 000 à 15 000 signs maximum (spaces not included).

Deadline for submission: 15 September 2021.

Please send your submission to the two following e-mail addresses: ;

Please respect the guidelines for authors ( and make sure that your proposal falls within the categories of texts published in our journal ( Texts following our journal’s guidelines and requirements will be sent for double-blind peer-review.

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