We are pleased to announce that as of January 2026, CJAL has a new editorial team. The new editorial team is as follows:

Call for Papers - 2026 Special Issue / Appel à contributions - Numéro spécial 2026

The Canadian Journal of Applied Linguistics / La Revue canadienne de linguistique appliquée (CJAL/RCLA) 

Second Language Vocabulary: Current Issues and Developments / Vocabulaire en langue seconde : enjeux actuels et développements 

Guest editors / Rédacteurs invités : Geoffrey G. Pinchbeck & Brian Strong, [SLALS, Carleton University] 

Vocabulary knowledge remains a cornerstone of second language (L2) learning, central to achieving communicative competence and overall proficiency. The field of L2 vocabulary studies is characterized by its dynamic evolution, constantly generating new research questions, and fostering innovative methodologies for teaching, learning, and assessment. To capture these ongoing developments and stimulate further discussion, this Special Issue of the CJAL/RCLA invites manuscript submissions.

La connaissance du vocabulaire reste un pilier de l'apprentissage d'une langue seconde (L2), essentiel à l'acquisition de compétences communicatives et à la maitrise globale de la langue. Le domaine des études sur le vocabulaire en L2 se caractérise par son évolution dynamique, générant de nouvelles questions de recherche et favorisant des méthodologies innovantes pour l'enseignement, l'apprentissage et l'évaluation. Afin de saisir ces développements continus et de stimuler la discussion, ce numéro spécial de la Revue canadienne de linguistique appliquée invite les auteurs à soumettre leurs manuscrits.

We are pleased to announce the winners of the Canadian Journal of Applied Linguistics (CJAL) Best Paper Award / Nous avons le plaisir d'annoncer les lauréats du prix du meilleur article de la Revue canadienne de linguistique appliquée (RCLA). 

Following a competitive selection process involving seven nominated articles, the adjudication committee has selected one winner for each language category / À l'issue d'un processus de sélection compétitif impliquant sept articles nominés, le comité de sélection a choisi un lauréat pour chaque catégorie : 

• Best French Article / Meilleur article en français : Meredith Lachance, first author of « La conception d’une séquence didactique permettant le développement des habiletés prosodiques : recherche-développement » https://doi.org/10.37213/cjal.2024.33088 

• Best English Article / Meilleur article en anglais : Rachael Lindberg, first author of “When accent does not match expectations: A dynamic perspective of L2 speaker evaluations in a French interview context.” https://doi.org/10.37213/cjal.2023.33052

The Canadian Journal of Applied Linguistics is seeking a new editor or co-editors.

La Revue canadienne de linguistique appliquée est à la recherche d'un nouveau rédacteur en chef ou de co-rédacteurs en chef.

The Canadian Journal of Applied Linguistics' (CJAL) Best Paper Award recognizes exceptional research contributions in the field of applied linguistics by current graduate students (master's or doctoral level) or recent graduates (maximum 3 years post-graduation). All accepted manuscripts, empirical or theoretical in nature, with a student or recent graduate as first author are eligible for this award.

For more information about this new initiative, please read the description on the CJAL website: https://journals.lib.unb.ca/index.php/CJAL/BestPaperAward

***

Le prix du meilleur article de la Revue canadienne de linguistique appliquée (RCLA) récompense les contributions exceptionnelles à la recherche dans le domaine de la linguistique appliquée par des étudiantes et étudiants aux études supérieures (niveau maitrise ou doctorat) ou par des jeunes diplômé·e·s (maximum 3 ans après l'obtention de leur diplôme). Le prix est éligible pour tous les manuscrits acceptés, de nature empirique ou théorique, dont la première autrice ou le premier auteur est un·e étudiant·e ou un·e jeune diplômé·e. 

Pour plus d'informations sur cette nouvelle initiative, veuillez lire la description sur le site web de la RCLA : https://journals.lib.unb.ca/index.php/CJAL/BestPaperAward

The Canadian Journal of Applied Linguistics: Call for Proposals

Second language pronunciation: Current issues and developments

Guest editor: Dr. Jennifer A. Foote, University of Alberta

The 21^st century has seen a major resurgence of interest in second language (L2) pronunciation research and teaching. As the area continues to grow, so to do questions and issues related to L2 pronunciation. In light of this, we are accepting manuscripts for a Special Edition of the Canadian Journal of Applied Linguistics.

~~~

Appel à contributions à la Revue canadienne de linguistique appliquée

Prononciation en langue seconde : questionnements et développement actuels

Éditrice invitée : Dr. Jennifer A. Foote, Université de l'Alberta

Le 21^e siècle a vu un regain majeur d'intérêt pour la recherche et l'enseignement de la prononciation en langue seconde (L2). Au fur et à mesure que ce domaine continue de se développer, les questionnements et les enjeux liés à la prononciation en L2 se multiplient. Dans ce contexte, nous acceptons des manuscrits pour une édition spéciale de la Revue canadienne de linguistique appliquée.

The fourth round of the biannual IRIS Replication Award will close on 30th November 2024, with the award to be announced by 28th February 2025. The study must have been published (or accepted) from 1st December 2022 onwards. The winning published (or accepted) self-labelled replication will be awarded £300. 

We were deeply saddened to learn of the passing of Professor Bernard (Dov) Spolsky, emeritus professor of linguistics at Bar-Ilan University, Israel. Professor Spolsky, who earned his PhD in linguistics from the Université de Montréal and also held his first academic position as Assistant Professor at McGill University, was a profoundly influential voice in the field of applied linguistics. To honour his great achievements and contributions to the field, our colleagues from the American Association of Applied Linguistics have prepared an “In Memoriam” announcement, which can be viewed here: https://www.aaal.org/news/in-memoriam-bernard-dov-spolsky.

Canadian Journal of Applied Linguistics

Call for Papers - 2023 Special Issue

Indigenous Language Revitalization and Applied Linguistics: Exploring Relationships

Olivia N. Sammons, First Nations University of Canada, osammons@firstnationsuniversity.ca

Christopher Cox, Carleton University, christopher.cox@carleton.ca

IRIS is pleased to announce that the third round of the IRIS Replication Award is now open. This biannual award encourages and rewards researchers carrying out rigorous replication research in the field of second language studies.

This round of the award will close on 30th November 2022, with the award to be announced by 30th January 2023. The winning published (or accepted) self-labelled replication will be awarded £300. 

Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée

Call for Papers - 2022 Special Issue

Writing Pedagogy with Linguistically Diverse Learners: The Nexus of Multilingualism, Multiliteracies, and Multimodalities

Deadline to submit abstracts: May 31, 2021

Caroline Payant, Université du Québec à Montréal, payant.caroline@uqam.ca

YouJin Kim, Georgia State University, ykim39@gsu.edu

We were deeply saddened to hear about the passing of Dr. Michael Long, who had a profound impact on the field of SLA and TBLT more specifically. He served as a great inspiration to both researchers and practitioners alike. To honour his memory, our colleagues at IATBLT have created a website where people can submit and read stories about him: https://iatblt.wixsite.com/mikelong.

Insight, Instruction, and Outcomes: Reflections from the TBLT 2019 conference

We are pleased to announce that as of October 2019, CJAL has a new editorial team. The new editorial team is as follows:

The CJAL website has recently been upgraded with a new interface.  In addition to being more visually appealing, we think that this new version will also be more user-friendly once the upgrade is complete.  In the meantime, however, there are a few technical glitches. 

You may have received, for example, an email referring to an ORCID.  This was an automated email that appears to have been sent to everyone by mistake.  Please ignore this and any other emails that you might receive that clearly look like automated messages. 

However, if you receive a review request, we kindly ask that you not ignore that email. We have noticed also that the link to the manuscript in the review requests that have been sent is not working.  If you receive a review request and need assistance, please email Karla Culligan at kculliga@unb.caOR cjalrcla@unb.ca

Our technicians at the electronic text centre are working to resolve these issues.  We expect that things will be back to normal soon.  Thanks for your patience and your interest in and support of the CJAL.

Guest Editors:
Shahrzad Saif, Professor, Université Laval;
Samira ElAtia, Professor, University of Alberta.

Language teaching in the 21^st century has been characterized not only by innovation in teaching practices but also by the use of the broader standards (also labeled as frameworks or benchmarks) as a basis for the development of language curricula and course syllabi, the design of teaching guidelines, the elaboration of teaching materials, and the assessment of language proficiency. Also, the use of standards offers a “metalanguage” facilitating the discussion of second language teaching and learning processes among the stakeholders. However, for a host of social, cultural, educational, and political reasons, rather than adhering to a single framework, different parts of the world facing high demand for foreign/second language training have developed different national frameworks of reference.    One such national framework, developed in Canada, is the Canadian Language Benchmarks (CLB)/Niveaux de compétence linguistique canadiens (NCLC). Since the creation of the CLB/NCLC in 2000, and following their subsequent updates and validation in 2011, and 2012, a range of teaching tools, materials and online resources have been developed to support the practical application of the benchmarks by the practitioners for teaching and assessment of English and French in Canada. Nevertheless, the CLB/NCLC remain widely unknown to the majority of practitioners and policy-makers outside the immigration sector, and, despite the growing need, their use is not prevalent within and across different educational contexts and levels of the Canadian system. There is a need for a deeper understanding of the Canadian national frameworks among applied linguists, educators, and all stakeholders in the field of language teaching and assessment.    In this special issue, we will examine the conceptual and practical issues in the use of the CLB/NCLC, and their significance for teaching and assessment at different levels and in various educational, workplace, professional, and immigration/settlement contexts. We invite data-based (qualitative, quantitative, mixed-methods) research studies, or theoretical articles (in English or French) with clear implications for practice. The topics include, but are not limited to, the following:

• the adaptability of the CLB and NCLC to Grade 1-12 ESL or FSL education, or to French immersion programs;
• the use of CLB/NCLC for language training or assessment in higher education contexts;
• issues and challenges in linking curricula and test results to CLB/NCLC;
• government-mandated assessment provisions (e.g., for immigration and certification purposes) based on the Canadian benchmarks;
• the implications of CLB/NCLC for high-stakes language test development and curriculum design in Canada;
• the appropriateness of the benchmarks’ proficiency levels to the learners’ needs in different contexts;
• teacher participation in the design and implementation of courses based on benchmark levels;
• comparative studies involving the suitability of the benchmarks versus other standards (e.g., CEFR, ACTFL) for the existing citizens and newcomers in bilingual Canada.

In addition to full-length articles, we welcome shorter (2500-3000 words) classroom accounts (practice-based articles) from practitioners in the field.   

   As a preliminary step, authors are invited to send a 250-word abstract of their proposed contribution to shahrzad.saif@lli.ulaval.ca and to samira.elatia@ualberta.ca no later than August 1, 2019. This proposal will be assessed for its suitability to the special issue. The authors will be notified of the appropriateness of their proposal by August 31, 2019.   

   Authors may then submit a full article (including an abstract in English and French) via the CJAL website where it will undergo the usual review process: (1) in-house review and (2) anonymous peer-review if not declined in-house.  

    The deadline for full-length and in-the-classroom (practice-based) articles is November 30, 2019.    

  *Proposed timeline*     

 ---Call for papers: June 2019--- 
   ---Deadline for abstract submission: August 1, 2019---   ---Notice of abstract acceptance: August 31, 2019---   ---Full article submission deadline: November 30, 2019---    ---Publication: Fall 2020---

Call for Papers

Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée

Special Issue: In Memory of Larry Vandergrift

Guest Editors:

Dr. Marie-Josée Hamel and Jennifer St. John, University of Ottawa

The submission deadline is October 15, 2017.