Porta Linguarum An International Journal of Foreign Language Teaching and Learning: Announcements https://revistaseug.ugr.es/index.php/portalin <p><strong><span style="color: #1dbabf;"><em>Porta Linguarum</em></span></strong> is an interdepartmental and interuniversity journal that was born in 2004 and specializes in <strong>foreign language teaching</strong> and bilingual education, and which emerged from the Spanish Language Teaching and Philological Departments in conjunction with other Research Groups interested in these fields. Through this publication, we aim to <strong>develop</strong> foreign language teaching and bilingual education <strong>research</strong> and promote these areas within the international scientific community.</p> <p><strong><span style="color: #1dbabf;"><em>Porta Linguarum</em></span></strong> publishes articles relating to the <strong>processes of teaching and learning languages </strong>and focus mainly on the curricular aspects of FL (objectives, contents, procedures, materials and assessment), on methodological issues, on the organization and planning of the different educational stages (Infant, Primary, Secondary, Adult, University) and on the type of training required by FL teachers. It is currently <strong>indexed</strong> in the most relevant international databases such as the <strong>WoS</strong> in the <em><strong>SSCI</strong></em> and <em><strong>A&amp;HCI</strong></em> from the <strong>JCR</strong> as well as <strong>Scopus</strong>, <strong>SJR-Scimago</strong>.</p> <p><strong><span style="color: #1dbabf;"><em>Porta Linguarum</em></span></strong> is published semiannually, with issues released in <strong>January</strong> and <strong>June</strong> each year. Additionally, the journal considers publishing monographic issues on specific topics, which are managed according to the guidelines established for each special issue.</p> <p>The scientific journal <strong><span style="color: #1dbabf;"><em>Porta Linguarum</em></span></strong> reminds the academic community that article submissions for consideration are accepted exclusively during the months of <strong>October</strong> and <strong>April</strong> each year.</p> <p>Following the <strong>Diamond Open Access</strong> model, the journal ensures that no fees are charged for manuscript submission or processing. In this way, both publication and access to content are completely free of charge, promoting the dissemination of knowledge without economic barriers.</p> <p>We invite researchers and academics to submit their original work during the designated periods. More information on <a title="Submission Guidelines and Editorial Criteria" href="https://revistaseug.ugr.es/index.php/portalin/about/submissions"><strong>submission guidelines and editorial criteria</strong></a> is available.</p> en-US Mon, 28 Jul 2025 04:05:00 +0000 OJS 3.3.0.13 http://blogs.law.harvard.edu/tech/rss 60 Editorial Team: SUMMER BREAK https://revistaseug.ugr.es/index.php/portalin/announcement/view/300 <p>Dear authors,</p> <p><br />During the month of August the reception of submissions will be closed due to the Editorial Team's summer break. Thank you for your understanding.</p> <p><br />Editorial Team</p> https://revistaseug.ugr.es/index.php/portalin/announcement/view/300 Mon, 28 Jul 2025 04:05:00 +0000 Editorial Team: [BY INVITATION ONLY] SPECIAL ISSUE xvii DEC-2026 "Linguistic Corpuses and SFL teaching: approaches and didactic applications" https://revistaseug.ugr.es/index.php/portalin/announcement/view/291 <p>Deadline for submission: from April 20, 2025 to January 20, 2026.</p> https://revistaseug.ugr.es/index.php/portalin/announcement/view/291 Tue, 24 Jun 2025 07:41:42 +0000 Editorial Team: [BY INVITATION ONLY] SPECIAL ISSUE xvi NOV-2026 "The learning languages and their cultures from a translinguistic perspective. Towards inclusion and a culture of peace" https://revistaseug.ugr.es/index.php/portalin/announcement/view/281 <p class="" data-start="64" data-end="666">The 2030 Agenda contains concrete goals aimed at improving citizens' lives. Among these objectives, some contribute directly to fostering a culture of peace and educating people in that direction. Research into how attitudes are influenced and changed in human thinking inevitably leads us to the topic of language. Learning languages—both by improving one’s mother tongue and by acquiring additional languages in various contexts—broadens our perception of reality. Consequently, it enhances our ability to understand and learn from other realities, whose ideas are encoded in different languages.</p> <p class="" data-start="668" data-end="1314">The translanguaging perspective, rooted in a communicative approach to the teaching and learning of any language, advocates for the use of learners' full linguistic repertoires across different languages to create their own resources and to interact with the surrounding reality. The use of multiple languages in an educational sequence does not hinder access to knowledge or the development of communicative competence. On the contrary, strategically incorporating linguistic elements from various languages and applying them to educational and social needs represents a dynamic process that can occur in classrooms at any educational level.</p> <p class="" data-start="1316" data-end="1963">Likewise, learning situations—as the pedagogical core of the latest education reform with a clear competency-based focus—can be designed from a combined language approach. This is especially evident in literary education, where cultural and aesthetic aspects can be mediated through various languages in which stories are available. It is also possible to explore the same topics through stories from different languages and cultures, and through diverse communication modes or media. This cultural and linguistic exposure fosters an attitude free from prejudice among students and promotes a culture of peace-building and conflict resolution.</p> <p class="" data-start="1316" data-end="1963"> </p> <p class="" data-start="1316" data-end="1963"><strong>References</strong></p> <p>Azevedo, J., &amp; Sartor, A. (2021). Reflexiones y estrategias de enseñanza basadas en el translenguaje para la docencia de la lengua de herencia. <em>Linguasagem</em>, <em>39</em>(1), 162-180. <a href="https://www.linguasagem.ufscar.br/index.php/linguasagem/article/view/1344">https://www.linguasagem.ufscar.br/index.php/linguasagem/article/view/1344</a></p> <p>Cenoz, J. (2022). Hacia una perspectiva holística en el aprendizaje del inglés en contextos educativos: el enfoque plurilingüe y “translanguaging”. <em>Revista Iberoamericana De Educación</em>, <em>90</em>(1), 191–205. <a href="https://doi.org/10.35362/rie9015307">https://doi.org/10.35362/rie9015307</a></p> <p>Cenoz, J., &amp; Gorter, D. (2015). <em>Multilingual education: Between language learning and translanguaging</em>. Cambridge University Press.</p> <p>Chen, X., Zhao, K., &amp; Dang, Q. (2023). Translenguaje en un curso AICLE de francés-medio: Una investigación de acción sobre la preparación del curso de un profesor principiante. <em>Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras</em>, <em>(VIII)</em>, 45–62. <a href="https://doi.org/10.30827/portalin.viVIII.29213">https://doi.org/10.30827/portalin.viVIII.29213</a></p> <p>Couto-Cantero, P., &amp; Fraga-Castrillón, N. (2023). El uso del translanguaging y el enfoque CLIL en educación primaria. <em>Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras</em>,<em> (39)</em>, 281–298. <a href="https://doi.org/10.30827/portalin.vi39.24492">https://doi.org/10.30827/portalin.vi39.24492</a></p> <p>García, O. (2009). Education, Multilingualism and Translanguaging in the 21st Century. In T. Skutnabb-Kangas, R. Phillipson, A. K. Mohanty, &amp; M. Panda (Eds.). <em>Social Justice through Multilingual Education</em> (pp. 140-158). Multilingual Matters.</p> <p>García, O., &amp; Kleyn, T. (2016) (Eds.). <em>Translanguaging with multilingual students: Learning from classroom moments</em>. Routledge.</p> <p>García, O., &amp; Wei, L. (2014). <em>Translanguaging: Language, bilingualism and education</em>. Palgrave Macmillan.</p> <p>Rivera-Hernández, A., &amp; Garza-Rodríguez, M. (2022). El uso de translenguaje en una clase de español como lengua extranjera. <em>DiVA Portal</em>. Recuperado de <a href="https://www.diva-portal.org/smash/get/diva2%3A1767949/FULLTEXT01.pdf">https://www.diva-portal.org/smash/get/diva2%3A1767949/FULLTEXT01.pdf</a></p> <p>Wei, L. (2018). Translanguaging as a practical theory of language. <em>Applied Linguistics</em>, <em>39</em>(1), 9-30. <a href="https://doi.org/10.1093/applin/amx039">https://doi.org/10.1093/applin/amx039</a></p> <p class="" data-start="95" data-end="111"> </p> <p class="" data-start="95" data-end="111"><strong data-start="95" data-end="111">Instructions</strong></p> <p class="" data-start="113" data-end="642">We invite submissions of papers that present the results of relevant studies, which may be applicable to various contexts focused on language learning and its cultures from a translanguaging perspective. Likewise, we welcome studies that report on research derived from teaching experiences related to language learning in general and to the proposed topic in particular. Other types of systematic research that make a significant contribution to the development of the central theme of the monographic issue are also encouraged.</p> <hr class="" data-start="644" data-end="647" /> <p class="" data-start="649" data-end="754"><strong data-start="649" data-end="668">Important Dates</strong><br data-start="668" data-end="671" />(<em data-start="672" data-end="753">Dates may be subject to change based on the journal's editorial recommendations</em>)</p> <ul data-start="756" data-end="1214"> <li class="" data-start="756" data-end="850"> <p class="" data-start="758" data-end="850"><strong data-start="758" data-end="781">Call for abstracts:</strong> June 15, 2025 <em data-start="796" data-end="848">(up to 200 words, according to journal guidelines)</em></p> </li> <li class="" data-start="851" data-end="888"> <p class="" data-start="853" data-end="888"><strong data-start="853" data-end="875">Call announcement:</strong> April 2025</p> </li> <li class="" data-start="889" data-end="940"> <p class="" data-start="891" data-end="940"><strong data-start="891" data-end="924">Abstract submission deadline:</strong> June 15, 2025</p> </li> <li class="" data-start="941" data-end="1005"> <p class="" data-start="943" data-end="1005"><strong data-start="943" data-end="989">Notification of interest from the journal:</strong> July 20, 2025</p> </li> <li class="" data-start="1006" data-end="1062"> <p class="" data-start="1008" data-end="1062"><strong data-start="1008" data-end="1043">Full paper submission deadline:</strong> January 31, 2026</p> </li> <li class="" data-start="1063" data-end="1102"> <p class="" data-start="1065" data-end="1102"><strong data-start="1065" data-end="1085">Review decision:</strong> April 15, 2026</p> </li> <li class="" data-start="1103" data-end="1149"> <p class="" data-start="1105" data-end="1149"><strong data-start="1105" data-end="1134">Final version submission:</strong> May 31, 2026</p> </li> <li class="" data-start="1150" data-end="1214"> <p class="" data-start="1152" data-end="1214"><strong data-start="1152" data-end="1173">Publication date:</strong> End of 2026 <em data-start="1186" data-end="1214">(depending on the journal)</em></p> </li> </ul> https://revistaseug.ugr.es/index.php/portalin/announcement/view/281 Thu, 24 Apr 2025 09:52:58 +0000