Theme: Exploring Learner Development Practices and Puzzles with Diverse Learners: Co-Design Across Multiple Contexts With and For Learners with Disabilities

Focus: Language Learning and Teaching with and for Learners with Disabilities

Deadline for submissions: Sunday, February 22, 2026

E-mail: ldj.issue11@gmail.com

Editors: Diego Fernandes Coelho Nunes & Fabiane Bravo de Martins Bastos

We are language teachers and practitioner-researchers who share a common interest in co-designing practices and materials with diverse learners. For Issue 11 of the Learner Development Journal (LDJ11), we aim to bring diverse voices to the table and promote dialogue on social justice and equity from multiple perspectives — including practitioners, learners, and their families — who are collaboratively developing practices that open up dialogic, practical spaces for collective growth and the removal of barriers. 

We warmly encourage contributions from a diverse range of language learning and educational settings around the world, in formal and informal educational contexts. Contributors should focus on families’, practitioners’ and learners’ perspectives, both individual and collective, generated in practice and explored through inquiry, reflection, and practitioner research toward building a more inclusive and accessible language learning community.

We are also hoping that one or two other practitioner researchers will join us as editors for LDJ11. If that sounds appealing to you, please let us know by email at <ldj.issue11@gmail.com> so that we can discuss such possibilities further.

FULL CALL FOR PROPOSALS, WITH DETAILED GUIDELINES

DEADLINE: SUNDAY, FEBRUARY 22, 2026.