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Researching and Teaching Languages for Specific Purposes – Cahiers de l’APLIUT is a journal published by the French association of language teacher in French Instituts Universitaires de Technologie (APLIUT). The journal publishes the results of research carried out about the teaching and learning of all languages and cultures in Higher Education. Since its beginnings it has been oriented towards both theoretical and applied research while maintaining a pedagogical dimension through the publication of notes on teaching experiences in each issue. An editorial team led by the Editor-in-chief produces the journal. The Editorial policy respects strict standards of scientific publishing and all articles submitted are subject to double-blind peer-review. The issues of the Cahiers de l'Apliut published in paper version between 1980 and 2000 are available on Persee : http://www.persee.fr/collection/apliu.

Latest issue
Vol. 44 N°2 | 2025
Language learner empowerment: Theory, practice, and contexts

Empowerment et langues étrangères : théories, contexts et expériences d’apprentissage
Edited by Justine Paris, Daniel Schug and Laurent Perrot

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.

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