Journal of Studies in Language, Culture and Society (JSLCS)


Description

Journal of Studies in Language, Culture, and Society (JSLCS) is an academic multidisciplinary open access and double-blind peer-reviewed journal that publishes original research that turns around phenomena related to language, culture, and society. JSLCS welcomes papers that reflect sound methodologies, updated theoretical analyses, and original empirical and practical findings related to various disciplines like linguistics and languages, civilisation and literature, sociology, psychology, translation, anthropology, education, pedagogy, ICT, communication, cultural/inter-cultural studies, philosophy, history, religion, and the like. The journal has no publication process charges (APC), neither for submission nor for publication. CC-By All open access articles published in JSLCS are distributed under the terms of the Creative Commons Attribution- 4.0 International License The research works published in this journal are free-access. They can be shared (copied and redistributed in any medium or format) and/or adapted (remixed, transformed, and built upon the material for any purpose, commercially or not) under the following terms: attribution (appropriate credit must be given indicating the original authors, research work name, and publication name, mentioning if changes were made), and without adding additional restrictions (without restricting others from doing anything the actual license permits). Authors retain the full copyright of their published research works and cannot revoke these freedoms as long as the license terms are followed.

Annonce

Call for Papers: Special Issue. July 2025: Innovations in Language Education: Bridging Theory and Practice in LSP, ESP, and ELT

Call for Papers: Special Issue. July 2025

Journal of Studies in Language, Culture, and Society (JSLCS)

Special Issue: Innovations in Language Education: Bridging Theory and Practice in LSP, ESP, and ELT  

Deadline for Paper Submission: March 28, 2025  

Editor in Chief: Prof. Nadia Idri, University of Bejaia, Algeria  

Guest Editors:  

The Journal of Studies in Language, Culture, and Society (JSLCS) invites submissions for a special issue exploring cutting-edge developments in Languages for Specific Purposes (LSP), English for Specific Purposes (ESP), and English Language Teaching (ELT). This issue seeks to highlight innovative practices, theories, and methodologies that bridge the gap between academic research and practical language applications in diverse professional and cultural contexts.  

Themes and Subthemes

We welcome contributions that address one or more of the following themes:  

1. LSP and ESP in Professional Contexts 

- Needs analysis and its impact on course design and implementation.  

- Bridging the gap between university curricula and labor market demands.  

- The role of AI in tailoring ESP courses for industries such as healthcare, engineering, and tourism.  

- Case studies on LSP in multilingual and multicultural professional environments.  

2. Innovations in ELT

- Technology integration in ELT: AI-powered tools, blended learning, and gamification.  

- Competency-based approaches in ELT for professional and academic settings.  

- ELT strategies for multilingual classrooms: Translanguaging and cross-linguistic pedagogy.  

- Teacher training and professional development in the era of digital transformation.  

3. LSP and ESP Pedagogical Practices

- Designing inclusive LSP and ESP materials for diverse learner profiles.  

- The use of corpus linguistics in ESP course development.  

- Practical strategies for integrating soft skills and intercultural competence in LSP.  

- The challenges and benefits of extending ESP courses to meet field-specific demands.  

4. Policies and Institutional Frameworks  

- Institutional policies for aligning LSP, ESP, and ELT with global educational trends.  

- Ethical considerations in integrating AI tools into LSP and ESP instruction.  

- Collaborative frameworks for university-industry partnerships.  

- Large-scale policy implementation to support LSP and ESP in higher education.  

-Submission Guidelines

Submitted manuscripts should include original research and provide empirically or theoretically robust insights into the selected topic. Submissions should:  

- Be written in English.  

- Contain 4,000–8,000 words, including a minimum of 15 references in APA 7th Edition. The relevance and quality of citations is important.

- Include a clear methodology section, detailing approaches, data collection, and analysis.  

- Highlight the implications of findings for LSP, ESP, or ELT practices.  

-The journal does not support AI-produced papers.

Key Dates:

- Submission Deadline: 28 March 2025

-Publication: Volume 8, Issue 3 (30 July 2025)  

All submissions will undergo a double-blind peer review. Articles should be submitted via the ASJP platform:https://asjp.cerist.dz/en/submission/681.  

You can download the instructions to authors and Guidelinesfrom the ASJP link.

Contact Information

- Email: jlcsbejaia@gmail.com

 revue.jslcs@univ-bejaia.dz

- Submission Link https://asjp.cerist.dz/en/submission/681

This special issue aims to contribute to the evolving conversation around language education and its intersection with technology, culture, and professional development. We look forward to your contributions to advance the fields of LSP, ESP, and ELT.  

APC: Free of charge

 

07-01-2025


7

Volumes

15

Numéros

180

Articles


The Second Language Influence on Using Translation in Content -Based Instruction Classroom: The Case of French Language for Algerian Teachers Teaching Content in English

Hanifi Aissa,  Naimi Amara,  Ladjel Khawla, 
2024-10-14

Résumé: The use of translation in EFL classes has long been a source of discussion among language instructors and industry experts. While some contend that using L1 in an EFL classroom will impede students' ability to learn, others maintain that translation can aid in language acquisition if it is connected to a genuine communicative goal.The situation may look more problematic in a learning context where French and English swap roles and compete to be a essential language of teaching such as the Algerian learning context . In order to illustrate content teachers' opinions about the role of the second language in translating challenging course concepts, an online survey was sent to 32 university teachers. The results indicated that teachers feel obligated to translate challenging concepts into Arabic or French because of students' poor English proficiency. The purpose of the current study is to shed light on the impact of French as a second language on Algerian teachers who aim to or currently instruct content in English across the different disciplines. . Furthermore, the majority of teachers did not state categorically which language—French or Arabic—they would use to interpret complex phrases in the CBI course because this could depend on the students' proficiency in both languages, their real needs, and the course objectives.

Mots clés: Arabic ; Context ; English ; French ; Translation