Journal of Linguistics and Language Teaching

Volume 16 (2025) Issue 2

Journal of Linguistics and Language Teaching 16 (2025) 2, 127-129

Editorial  

It is a pleasure to introduce the second issue of the year 2025 to our readers and the wider academic community. As the Journal of Linguistics and Language Teaching (JLLT) continues its mission to provide a sound, open-access platform for scholarly exchange, this issue represents another step forward in our commitment to fostering a dialogue between theoretical linguistics and practical language methodology.

The history of JLLT began in January 2010, when it was founded to address a perceived gap in academia – specifically, the need for a journal that explicitly bridges the divide between (applied) linguistic research and the varied and ever-evolving field of language teaching. Since its inception, JLLT has operated as a biannual, peer-reviewed organ, maintaining its independence from institutional authorities while growing into a global conduit for researchers. Over the past sixteen years, it has evolved from a nascent project into an established international forum, welcoming contributions in English, German, French, and Spanish, and consistently upholding high standards of academic rigor through its double-blind review process.

The present issue marks a significant milestone in our editorial history. We are pleased to announce that JLLT is now indexed as a Diamond Open Access journal. This status reaffirms our dedication to high standards of transparency and quality in scholarly publishing. By operating under the Diamond model, we ensure that the journal remains free of charge for both readers and authors, removing financial barriers to the dissemination of knowledge.

Furthermore, after the first thematic issue on Artificial Intelligence in Foreign Language Teaching (JLLT 14 (2023) 2), this volume constitutes the second thematic issue of the journal and, apart from this Editorial, the very first in our history to be published completely in French. As the editor, I am satisfied to see the journal’s multilingual policy reach this level of fruition. While JLLT has always encouraged submissions in various languages, dedicating an entire issue to the French-speaking academic community allows for a more concentrated exploration of linguistic and pedagogical nuances specific to this language area. It is a gratifying development that underscores our role as a truly international and multilingual platform.

In this vein, I would like to encourage authors worldwide to submit their potential contributions in English, but also in French, Spanish, and German.

In conclusion, I would like to thank the authors for their insightful contributions and the reviewers for their invaluable expertise in ensuring the quality of this volume. It is our hope that the articles presented here will not only inform current academic debates but also offer practical inspiration for language practitioners in the classroom. We look forward to the continued impact of these findings and to the future growth of our scholarly community.

Avant-propos

C’est avec une satisfaction particulière que je présente ce second numéro de l’année 2025 de la revue Journal of Linguistics and Language Teaching (JLLT). Si notre revue s’est toujours attachée à promouvoir le dialogue entre la recherche linguistique et les pratiques de terrain, ce volume marque une étape inédite et symbolique dans notre parcours éditorial : il s’agit du tout premier numéro de l’histoire de la JLLT intégralement rédigé en français.

Depuis sa fondation en 2010, la JLLT s’est construite sur un socle de plurilinguisme, acceptant des contributions en anglais, allemand, espagnol et français. Cette ouverture reflète notre conviction que la pensée scientifique gagne en précision et en profondeur lorsqu'elle s'exprime dans la diversité des langues de recherche. En consacrant l'intégralité de ce numéro thématique au français, nous ne faisons pas seulement un choix de diffusion, mais nous affirmons une position épistémologique : celle de reconnaître le français comme un important vecteur de conceptualisation scientifique dans le domaine de la linguistique et de la didactique des langues étrangères.

Le choix d'un numéro exclusivement francophone répond à une nécessité académique. La tradition linguistique française, riche de ses fondements théoriques et de ses évolutions contemporaines, fournit des outils d'analyse spécifiques qui irriguent les différents domaines de la discipline. 

Par ailleurs, ce numéro témoigne de la vitalité de la recherche en français à travers le monde. La Francophonie scientifique est une réalité dynamique, et la JLLT se doit d’être un miroir de cette pluralité géographique. En rassemblant des chercheurs issus d'horizons divers autour de problématiques communes, nous favorisons un brassage d’idées qui enrichit notre compréhension des mécanismes langagiers et des processus d'apprentissage. Ce numéro offre une plateforme où la recherche fondamentale rencontre les préoccupations concrètes de la salle de classe, le tout porté par une langue qui unit des praticiens et des théoriciens d'origines différentes.

Cette ambition trouve un écho tout particulier dans la thématique centrale de ce numéro : « Frontières linguistiques, frontières culturelles ». À l'heure où les mobilités humaines et numériques redéfinissent nos rapports à l'altérité, la notion de « frontière » ne peut plus être perçue comme une simple ligne de démarcation, mais doit être appréhendée comme un espace de contact, de friction et de médiation. Les articles  rassemblés ici explorent la porosité de ces limites : comment les structures linguistiques influencent-elles la perception des barrières culturelles ? Comment les enseignants et les apprenants négocient-ils cet « entre-deux » linguistique pour construire un sens commun ? En choisissant le français pour traiter de ces frontières, nous soulignons que la langue elle-même est un territoire mouvant, capable de jeter des ponts entre des contextes socioculturels variés, par exemple en Europe avec la région SaarLorLux, qui réunit le Land de la Sarre en Allemagne, la Lorraine en France et le Luxembourg.

J’espère que nos lecteurs trouveront dans ces pages non seulement des réponses à leurs questionnements scientifiques potentiels, mais aussi une source d'inspiration pour leurs pratiques pédagogiques. 

Je tiens à exprimer notre gratitude aux auteurs qui ont contribué à cette réussite, ainsi qu’aux membres du Comité consultatif éditorial pour leur expertise exigeante. Que ce numéro soit le reflet d'une recherche vivante, accessible et rigoureuse au service de la communauté linguistique francophone.

Thomas Tinnefeld

JLLT

Directeur scientifique

Journal of Lingistics and Language Teaching
Volume 5 (2014) Issue 2
pp. 143-144

Editorial

With the present issue, the Journal of Linguistics and Language Teaching completes its fifth year of existence. It is true that half a decade is by far not long enough a period to pay special mention to, yet it can be stated that a good beginning has been made.

The planning of JLLT started late in 2009. After having worked as a co-editor of a German methodological journal, I felt that it was high time for me to launch a journal “of my own”, and that 2010 would be a good starting point to realise this idea. Soon, the idea became concrete, a name was found, and the journal was created in its present form. The next step was to find editorial board members, for which I kindly requested the participation of some renowned German professors and colleagues from other countries who might find the concept of this new journal appealing and whose expertise represented different fields of applied linguistics and / or language methodology. And they all accepted my invitation. With the completion of this issue, I would like to take the chance to thank all the editorial board members again. I am grateful for their involvement and constant support. Their involvement has kept the journal going on since the very first day when it was announced online.

In my editorial of JLLT 3 (2013) 2, I gave rather a detailed report on quantitative aspects referring to the types of contributions (articles, university reports, book reviews), the countries and continents of origin of the various authors, and the pageviews in toto as well as by countries. This has been done and does not have to be redone now. All I would like to add here is that the development described two years ago is incessantly going on. The fact that JLLT has succeeded in covering all the continents within so short a period of time was not to be expected when the journal was launched. With the total number of pageviews constantly growing, JLLT has a coverage of readers in the whole northern hemisphere. The countries with the presently highest numbers of pageviews are Germany, the United States, and France.

In this context, I would also like to thank all the authors who, at the start, showed great confidence and trust in the quality of this new journal by submitting their articles and who have done so continuously. It is worth mentioning that some of these authors have made more than one contribution to JLLT. The constant flow of articles from authors in different countries has enabled JLLT to exist up to the present day, and I hope that this flow will go on for many years to come. I would therefore like to express my special thanks to all the authors who have published their findings in JLLT.

The worldwide accessibility of JLLT and the fact that its online publications are completely free for authors and readers may play an important role with respect to its recent history. I would like to assure authors and readers that this free web accessibility will not change: JLLT will remain free of charge and continue being available in a full-text approach on the Internet. In addition, the identical paper versions will continue being published.

From a more theoretical perspective, I would like to add that linguistics is not an art in itself - or, as the French say; l’art pour l’art -, but that, depending on its orientation - theoretical or applied - it has a potential outcome that deepens our understanding of language in general and linguistic phenomena in particular. Research done in the fields of linguistics and language teaching has a positive impact on language acquisition and language learning because it contributes to informing language instructors so that they can adapt recent findings to their own teaching contexts. Students will, in turn, indirectly benefit from these research findings and be even more motivated to learn foreign languages. This interwovenness of theory and practice, of research and its concrete results, represents the very mission of the Journal of Linguistics and Language Teaching, and this is what its name stands for.

Finally, dear readers and prospective contributors, please continue rendering us your support and please accept my invitation to move on together, along with the editorial board members, to the second half of JLLT’s first decade.

Thomas Tinnefeld
JLLT
Editor