Topics
The issues addressed in this conference are organized around the following strands:
Epistemological and theoretical dimensions
- How can we conceptualize inclusion and exclusion through the lens of educational technologies in language teaching and learning in 2025? What concepts might be drawn upon, revisited or reinvented?
- To what extent do educational policies or approaches promoting digital innovation (in language teaching and learning) produce exclusionary normative effects? How might we rethink them through anthropocentric concepts (Selwyn & Jandrić, 2020)?
- What role can research into language teaching and learning play in the development of critical, inclusive and equitable learning models (Freire, 1968/2021) that integrate digital technologies?
Digital practices and accessibility
- What digital learning environments effectively improve access to (language) learning for marginalized learners (e.g., allophone students, school dropouts, adults – migrants or otherwise – with little or no literacy skills, people with disabilities, etc.) (Adami et al., 2024; Kormos & Nijakowska, 2017; Kormos, 2022; Mintz et al., 2024; Navas et al., 2025; Sandoz-Guermond & Bobiller, 2007)?
- How can we design digital environments that do not merely “connect” people, but promote real educational and social inclusion through critical education?
Digital skills and learning inequalities
- How do inequalities in digital literacy (van Dijk, 2020) affect language learning?
- How can teachers and learners be trained to develop critical autonomy in using digital technologies?
- What place should critical digital education have in language teaching and learning curricula?
- How can we promote the emergence of dialectical digital literacies that support authentic linguistic inclusion, beyond technocentric and naive approaches (Collin et al., 2022; Collin & Guichon, 2023)?
Representations and subjectivities
- What representations do teachers and learners have of digital technologies in language teaching? Do they feel included or excluded? What impact do these representations have on practices?
- To what extent do educational technologies influence language teachers' beliefs of self-efficacy or illegitimacy?
Artificial Intelligence
- How are AI-powered applications (automated and personalized feedback on writing, adaptive chatbot-based tutoring, computer-assisted translation platforms, predictive analytics tools for personalized learning pathways, automated assessment systems with immediate feedback, etc.) transforming language learning practices? For which learners, and with what limitations (Warschauer & Xu, 2024)?
- What risks of exclusion or bias does artificial intelligence (AI) entail if we do not learn how to learn with it? What pedagogical strategies can be implemented to make AI a genuine catalyst for language learning?
- How can we promote ethical, transparent, inclusive, and differentiated use of AI in language teaching (Anis, 2023; Cope & Kalantzis, 2024; Pouzergues, 2025; Zainuddin et al., 2024)?
This list of questions is not exhaustive. Any proposals addressing the conference themes are welcome. We particularly encourage papers that combine empirical research, critical approaches and pedagogical reflection in relation to language teaching and learning and/or language teacher training contexts.
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