Post-conference publication EDILIC 2025

Plurilingual literacy, as a concept generally underscoring the abilities of the plurilingual individual in handling discourses produced across diverse languages, modes, and contexts (Cuenat, Manno & Desgrippes, 2020), plays a pivotal role in fostering critical thinking, communication skills, and social participation and inclusion. In this sense, (plurilingual) literacies and literacy events, as stated by Stavans and Hoffmann, “involve much more than the techniques of encoding and decoding written language” (2015, p. 255; see also Breuer, Lindgren, Stavans & Van Steendam, 2021; Molinié & Moore, 2012; Moore, 2020; Rispail, 2011).

In this edition of the EDILIC conference, we approach plurilingual literacies from a double, interrelated perspective: on the one hand, plurilingual literacies might be conceived as a goal of education; on the other hand, they might be seen as an asset and a starting point to design pedagogical scenarios and learning paths. Regardless of favouring one of these goals, or combining both, there is a need to consider that pluralistic approaches (Candelier et al, 2012) can contribute to the development and maximisation of individuals’ plurilingual literacies. This is because they mobilise different languages, registers and linguistic varieties, whether in formal, informal or non-formal educational environments.  Both qualitative and quantitative research across different contexts (Marx, 2020; Moore, 2020) provides evidence that pluralistic approaches contribute to various aspects of language learning. The benefits of activating literacy in different languages, both simultaneously or sequentially, range from vocabulary and grammar learning in specific target languages to development of language awareness and other transversal competences (Breuer et al, 2021; Cuenat et al, 2020; Helmchen & Melo-Pfeifer, 2018; Kirsch & Duarte, 2020; Lau et al, 2021).

This approach to the concept of plurilingual literacies can be seen alongside with recent conceptual approaches to multiliteracies. This concept refers to pedagogical approaches in education that go beyond traditional literacy skills (reading and writing) to encompass a range of literacies, including digital literacy, spatial and sensorial literacies, media literacy, information literacy, and plurilingual and cultural literacy (Abendroth-Timmer & Henning, 2014; Brisson et al, 2021; Cope & Kalantzis, 2009, 2015 and 2000; Mills, 2016; New London Group, 1996). (Multi)literacy/ies education empowers individuals to become critical users and creators of information, effective communicators, and active participants in their communities and society at large, thus potentially promoting social justice and more equitable learning environments (Tavares, 2024).

The 11th EDILIC conference examines innovative approaches to plurilingual literacies that acknowledge and embrace the rich diversity of learners, teachers and educators, communities and contexts. It aims to explore diverse theoretical perspectives, methodologies, and practices in the field of plurilingual literacies in education. This encompasses both traditional classroom settings and a broader understanding of societal contexts.

• 18 -20 chapters (approx. 50,000 characters), multilingual (German, English, French)
  -> In the event of a larger number of high-quality proposals, additional ways of accommodating all contributions will be considered.

• Publisher: Waxmann Verlag (https://www.waxmann.com/printed and open access)
  -> Please pay attention to the publisher's notes for authors on text submissions!
  
  
• Submission e-mail: edilic2025.ew"AT"uni-hamburg.de

• Submission of abstracts (600 words, without references): until 15.10.2025
• Feedback after internal review: 15.12.2025
• Chapter submission: 30.4.2026
• Blind peer review feedback: 15.7.2026
• Revision: 15.9.2026
• Publication: Early 2027