Call for Chapters: Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching


Sviatlana Karpava, University of Cyprus, Cyprus

Call for Chapters

Proposals Submission Deadline: April 28, 2021
Full Chapters Due: August 26, 2021
Submission Date: August 26, 2021


The edited volume 'Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching' will be a collection of research chapters which will provide insights in the field of multilingualism and multiculturalism from top-down and bottom-up perspectives. This volume aims to address the issues of multilingualism and multiculturalism, sustainable language learning and teaching, language education policy, ethical issues of language teaching, equity and equality, (digital) critical literacy, critical dialogue in academic settings, language attitudes and perceptions, code-switching and code-mixing, translanguaging, use of L1 in EFL/ESL classrooms, internationalization and customization of higher education, minority and immigrant students and instructors, English as a medium of instruction (EMI), English as a lingua franca, linguistic landscape and language teaching, intercultural communication. The intention is to link the theory with practice, to include the views of students, teachers, educators, language policy experts, scholars and researchers and to contribute to the field of Applied Linguistics and Education.


Multilingualism, multiculturalism and internationalisation of higher education is a contemporary reality world-wide. Multilingualism and multiculturalism in higher education is a multi-faceted issue that requires special attention. Multilingualism is one of the important language learning policy. Special professional and education training should be provided both to teachers and students in order to raise their awareness about the benefits of multilingualism and multiculturalism, intercultural communication, equity and equality, inclusive teaching, learning and assessment, international collaboration, professional learning communities based on shared values and beliefs, foreign language learning, education strategies and techniques, shared professional identity, person-centred view of teaching and learning. It is important to take the rise of English as a global lingua franca into consideration as well as regional and national contexts with local lects and varieties, minority and immigrant languages, societal and individual Dominant Language Constellations and linguistics repertoires. Multilingual education can promote linguistic and cultural diversity, cognitive, affective and social development, can help to overcome monolingual bias and enrich learning and teaching experience in the higher education setting. The present book will focus on both top-down and bottom-up perspectives on multilingual multicultural education based on conceptual and empirical studies that will provide evidence in support of sustainable multilingualism and multiculturalism in higher education.

Target Audience

The target audience of this book is students, teachers, educators, language policy experts, practitioners, scholars, university managers, job market analysts in the field of higher education who have interest in sociolinguistics, applied linguistics and education.

Recommended Topics

Multilingualism and multiculturalism; Language learning; Language teaching, Language education policy and planning; Pedagogy; Teacher training and education; Sustainability of language teaching; Ethical issues of language teaching; Language attitudes and perceptions; Language and cultural identities; Code-switching and code-mixing; Translanguaging; Use of L1 in EFL/ESL classrooms; Internationalization and customization of higher education; Teaching students with minority and immigrant background; Heritage language education; Language varieties and education; English as a medium of instruction (EMI); Anxiety in learning an additional language; English as a lingua franca; Linguistic landscape and language teaching; Intercultural communication; (Digital) critical literacy; Critical dialogue in teaching; Active learning and teaching; English for academic and specific purposes; Content and language integrated learning (CLIL); Diversity, equity and language teacher education; Inclusive learning and assessment; Issues of well-being and emotions in academic setting; Professional development; Underlying psychological dimensions of teaching and learning; Multilingual professional learning communities; Teacher and student agency; Ecological perspective to teaching and learning; Multilingualism and translation studies; Teacher/Learner’s self-image and motivation; Language teaching methodology; Classroom discourse; Multilingual international students and teachers; Multilingual learners with special educational needs; Content and curriculum in terms of multilingual education; Classroom-based research in multilingual academic settings; Materials and content development in relation to multilingualism and multiculturalism; Transitition from secondary to higher education; Problem-based learning in higher education; Disciplinary education and language for specific purposes; Language socialization and culture in study abroad programs; Research trends of multilingualism, applied linguistics and education.

Submission Procedure

Researchers and practitioners are invited to submit on or before April 28, 2021, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by May 12, 2021 about the status of their proposals and sent chapter guidelines.Full chapters are expected to be submitted by August 26, 2021, and all interested authors must consult the guidelines for manuscript submissions at prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the eEditorial Discovery® online submission manager.


This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit This publication is anticipated to be released in 2022.

Important Dates

April 28, 2021: Proposal Submission Deadline
May 12, 2021: Notification of Acceptance
August 26, 2021: Full Chapter Submission
October 24, 2021: Review Results Returned
December 5, 2021: Final Acceptance Notification
December 19, 2021: Final Chapter Submission


Sviatlana Karpava
University of Cyprus


Education; Social Sciences and Humanities; Business and Management; Computer Science and Information Technology; Education; Social Sciences and Humanities
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