Dr. Enrica Piccardo, OISE/University of Toronto, and Dr. Angelica Galante, 黑料不打烊 University, have launched a new book series for Routledge: Routledge Series in Plurilingualism.
The book series co-editors invite book proposals contributing to plurilingual and pluricultural education and research from a broad range of disciplines and contexts. Potential volumes include the following topic areas:
1. Plurilingualism and Diversity, Equity, and Inclusion
Books in this topic area critically challenge entrenched monolingual dispositions in language studies and education, and encompass current issues and emergent debates regarding language and the following research area: social justice, decoloniality, multiple identities, resistance and empowerment, Global South contexts, and diasporas.
2. . Plurilingualism in Indigenous Communities
This topic area invites contributions related to the plurality of linguistic and cultural practices of diverse Indigenous communities, in local and global contexts, highlighting Indigenous language resistance, maintenance, reclamation, and revitalization. Specific themes include the role of plurilingualism in supporting language use and learning, intercomprehension in collaborations across different Indigenous communities, the reclamation of Indigenous identity, nationhood, and sovereignty through language, and how Indigenous ways of doing and knowing can further expand how plurilingualism is theorized, conceptualized, and applied.
3. Plurilingual Pedagogies
This topic area responds to educational needs especially but not exclusively in contexts of superdiversity, in both local and transnational settings, and covers relevant themes such as translanguaging pedagogies, intercomprehension, cross-linguistic and cross-cultural approaches, critical pluriliteracies, plurilingual assessment, and (educational) language policy.
4. Plurilingual Theory
Volumes in this topic area serve to advance current developments in plurilingual theory, and can include interdisciplinary connections to intercultural, transcultural, cross-cultural and pluricultural research, as well as concepts such as semiotic repertoires, mediation, identity, and plurilingual and pluricultural competence. Connections between plurilingualism and other theories (e.g., sociocognitive, sociocultural) are invited in this topic area.
5. Plurilingualism and Complexity
Contributions to this topic area aim to bring to the fore the growing interest in applying complexity theories as the theoretical framework to the study of language development particularly in relation to linguistic and cultural diversity. Key areas may include complex adaptive systems, emergence, affordances, change over time and attractors in relation to language development and the positioning of language learners/users vis-脿-vis their own linguistic trajectories, repertoires, and agency. Complex dynamic systems theory (CDST) can also be used as a metatheory in the analysis of language learning processes and pedagogical practices.
6. Plurilingualism and Creativity
Contributions to this topic area promise to expand current understandings of the relationship between plurilingualism and creativity. This relationship encompasses many diverse fields and may include a focus on drama, poetry, fine arts, dance, music, and other areas. Volumes in this area also offer opportunities to highlight research exploring plurilingual creativity in alternative forms such as zines, spoken poetry, visual arts, and theatrical performances, among others.
7. Plurilingualism in the Digital World
This topic area is relevant to online and blended contexts of education and research, and includes possible contributions on showcasing plurilingual practices in social media, plurilingual literacies in virtual communities (e.g., Discord, Twitch, and Reddit), plurilingualism in digital games (e.g., online, offline, and MMORPG), and plurilingualism in digital content creation (e.g., TikTok, podcasts, and vlogs).
8. Plurilingualism in Action
This topic area covers emerging themes of relevance to plurilingual individuals and communities, such as plurilingual use in daily interactions, linguistic landscaping, and plurilingual practices across cultural communities and transnational contexts. It may include grassroots plurilingualism (e.g., outside of schools), including plurilingual parenting, and research practices when conducting research plurilingually (e.g., how researchers communicate with speakers of languages they do not know, how they record/transcribe plurilingual interactions, or how they ensure they are conducting research in culturally responsive ways).
9. Plurilingualism and Posthumanism
Volumes in this topic area aim to respond to growing posthumanist interest in rejecting human-centric ways to the study, use, and teaching of languages. Specifically, this topic area invites contributions that study plurilingualism by centering the various material objects, digital and real-life spaces, natural environments, and non-human beings that inhabit the plurilingual practices, identities, and repertoires of individuals and communities. Such volumes will expand scholarship on and practice of plurilingual theories, methods, and pedagogies that are locally contextualized and reciprocal, allowing for a re-imagining of the locus of communicative and semiotic plurality beyond the human.
More information about the series can be found at
