Chamada Dossiê Temático: Multilingual Repertoires and Pedagogical Engagements: Rethiking Language Education in Diverse Contexts

Article submissions will be open from September 16, 2026, to December 16, 2026, via the Revista Educação em Análise submission system.

This proposal results from an international academic collaboration among four guest editors affiliated with institutions in Brazil and the United Kingdom. The Brazilian guest editors are members of the CNPq-funded project Weaving Multilingual Paths in the Education of Public School Teachers: A Critical-Collaborative Approach to Transformation and Inclusion, which brings together researchers working on bi/multilingual education, teacher education, and inclusive pedagogical practices. Dr. Dina Mehmedbegovic-Smith contributes to the dossier as an international university partner, strengthening its transnational dialogue and comparative scope.

This thematic dossier seeks to bring together studies that examine how multilingual repertoires are shaped, negotiated, and mobilized in educational practices across diverse contexts. It starts from the understanding that language teaching and learning are inseparable from the social, cultural, political, and institutional conditions in which they take place. From this perspective, multilingualism is approached as lived practice, as part of how students, teachers, families, and communities make meaning, participate in educational spaces, and engage with knowledge, rather than as the simple coexistence of separate and bounded languages.

The relevance of this theme is particularly evident in contemporary educational settings marked by migration, mobility, internationalization, and growing linguistic and cultural diversity. In many schools, universities, and community initiatives, participants draw on broad linguistic, semiotic, and cultural resources in their everyday practices. Yet educational systems frequently remain guided by monolingual assumptions that restrict the recognition of these resources and limit possibilities for inclusion, participation, and pedagogical innovation. As a result, multilingual students and communities are often expected to adapt to institutional norms that do not adequately reflect their experiences, trajectories, or communicative practices.

Within this context, the proposed dossier aims to contribute to the field of education by highlighting research that moves away from deficit views of multilingual learners and instead explores pedagogical engagements that recognize, value, and expand multilingual repertoires. The dossier invites studies that address multilingualism in relation to teaching, curriculum, teacher education, literacy, student participation, family engagement, and institutional responses to diversity. In doing so, it situates multilingualism as an educational matter with direct implications for how learning environments are organized, how pedagogical decisions are made, and how more equitable educational practices can be developed.

Guest editors

Guest editors

Anamaria Kurtz de Souza Welp, PhD
Federal University of Rio Grande do Sul (UFRGS), Brazil
ORCID: https://orcid.org/0000-0002-9015-4761

Michele Salles El Kadri, PhD
State University of Londrina (UEL), Brazil
ORCID: https://orcid.org/0000-0002-5836-4988

Taisa Pinetti Passoni, PhD
Federal University of Technology – Paraná (UTFPR), Brazil
ORCID: https://orcid.org/0000-0001-7819-1327

Dina Mehmedbegovic-Smith, PhD
University College London (UCL), United Kingdom                                                                                              ORCID: https://orcid.org/0000-0001-9948-9376

Schedule

Call for papers launch: September 16, 2026

Submission deadline: December 16, 2026

Editorial screening: January 1–10, 2027

Peer review: January 11–31, 2027

Notification of review results: February 1–10, 2027

Submission of revised versions: February 11–20, 2027

Publication of the special issue: March 2027.