Call for Papers: ZFHE 22/3
Posted on 2026-09-15Migration-related multilingualism in study and teaching – Higher education development between language ideologies, belonging and academic success
Editors:
Farina Böttjer & Melanie David-Erb
Planned publication date: September 2027
Starting point and objectives
The linguistic diversification of student populations as a result of migration and internationalisation presents higher education institutions with profound didactic, structural and cultural development challenges (Heuchemer et al. 2020; Rech 2012). Whilst multilingualism in the school context has been the subject of intensive research for years (Gogolin 1994, Gomolla & Radtke 2009), the tertiary education sector has so far lacked systematic analyses, institutional strategies and higher education pedagogical concepts that explicitly take migration-related multilingualism and linguistic heterogeneity into account (Karakas 2011; Wolf et al. 2021; for initial writing-related approaches, see, for example, Huemer et al. 2019).
Empirical studies suggest that migration-related multilingual students may encounter specific language-related demands, normative language ideologies and experiences of limited belonging during their studies (Basit et al. 2006; Dobutowitsch 2020; Naumann 2011; Gülen 2021). These factors potentially affect students’ academic progress, self-concepts, opportunities for participation and academic success, and may also be associated with higher drop-out rates (Wolf et al. 2021). In this way, the higher education system reproduces those mechanisms that have long been identified as problematic in the school system. This is because, even in the tertiary education sector, language functions not only as a means of communication, but also as a central medium of belonging, power and difference (Karakaşoğlu et al. 2013 & 2017; Panagiotopoulou 2017). It is the task of critical higher education development to take note of this, to reflect on existing practices and to further develop them. At the same time, multilingual resources hold considerable potential for reflective teaching and learning formats, diversity-sensitive higher education pedagogy and innovative organisational development.
This special issue aims to address migration-related multilingualism as a subject of systematic higher education development. The focus is on questions such as:
- To what extent are language-related requirements in study programmes and teaching institutionally embedded?
- Which implicit and explicit language ideologies shape higher education practice?
- How do linguistic attributions influence processes of belonging, participation and exclusion?
- Which didactic, structural and organisational development strategies are suitable for making linguistic diversity a productive force?
- How can innovation processes in dealing with multilingualism be institutionalised in a sustainable manner?
- What organisational prerequisites are needed to ensure that language-sensitive concepts can be sustainably embedded within the institution?
- How do language-sensitive teaching formats affect academic success?
- What is the relationship between linguistic participation and academic progression?
This special issue is intended as a contribution to evidence-based higher education development and aims to foster a systematic dialogue between research, development and institutional practice.
Thematic Focuses
Contributions may, amongst other things, address the following aspects:
1. Didactic developments
- Analysis of language-related requirements in courses
- Translanguaging-oriented or language-sensitive teaching concepts
- Design-based research projects on language-related teaching innovation
- Reflection on professional development formats in higher education
2. Multilingualism, diversity and participation
- Belonging, constructions of identity and linguistic positioning (e.g. processes of self-positioning and positioning in relation to others in accordance with linguistic norms, multilingualism and academic legitimacy)
- Study progression and dropout in relation to language-related experiences
- Migration-related multilingualism in specific study programmes (e.g. teacher training, STEM, academic continuing education)
3. Institutional framing and governance
- Language ideologies in examination regulations, curricula and quality assurance
- Governance perspectives on diversity and multilingualism
- Steering innovation processes in the field of language-sensitive teaching
- Institutional research contributions to language-related higher education development
4. Professionalisation and the ‘Third Space’
- Competence development for teaching staff in dealing with linguistic diversity
- Counselling, mentoring and support structures
- Role of diversity and internationalisation offices
5. Theoretical and methodological perspectives
- Critical language research in the higher education context
- Intersectional analyses of language-related inequality
- Methodological reflections on researching linguistic practices in higher education
Contribution formats
All contributions are subject to a peer-review process and must be written in APA 7 style (current edition).
Length: 20,000–33,000 characters (including spaces, references and author details).
This special issue follows the standard sections of the ZFHE:
Research articles
Empirical or theoretical-conceptual works with a clearly identified research gap, a well-founded methodological approach and a substantial contribution to the academic discourse on higher education research.
A research article
- addresses a systematic question within trans-, inter- or intra-disciplinary contexts;
- takes a research gap as its starting point;
- demonstrates extensive integration into the academic discourse;
- employs a robust methodological approach
- includes a reflection on the author’s own work
- describes the research methodology;
- employs a method that is highly suitable for answering the research question;
- presents the academic discourse in a reflective manner;
- offers clearly recognisable added value or a contribution to answering the research question or to the research discussion
- consistently adheres to relevant citation rules
Research-led development contributions
Contributions with a demonstrated higher education development perspective, which are based on a systematic data foundation (e.g. institutional research, evaluation studies, design-based research) and reflect the link between research and development.
A research-led development contribution:
- offers a higher education development perspective with a sound research foundation
- discusses and analyses a systematic problem in teaching development
- is a scientifically reflective ‘institutional research’ contribution
- is supported by a literature review;
- clearly addresses the communication between academia and practice and/or the connection between the two poles of ‘research and development’
Development contributions
Systematically presented practical projects on the design of language-sensitive higher education teaching or institutional structures, including considerations on transfer and theoretical contextualisation.
A development contribution:
- addresses a specific problem in higher education development at the author’s own institution
- presents a practical need
- is embedded within the academic discussion and literature (though without claiming to provide a comprehensive literature review)
- offers suggestions for teaching and higher education development, where appropriate with recommendations for action
- follows a systematic and transparent structure (e.g. no obscure references to specific aspects and details within a practical field)
- identifies generalisable aspects and factors with a view to theory formation
- includes clear considerations regarding transferability
- identifies areas for further research
Target audience
This special issue is aimed at:
- Higher education researchers
- Higher education didacticians
- Managers and quality developers
- Third Space Professionals
- Those responsible for diversity, internationalisation, and study & teaching
Timetable
- Publication of the call: 15 September 2026
- Submission of abstracts (max. 500 words): 1 November 2026
- Feedback: 20 December 2026
- Submission of full papers: February/March 2027
- Peer review: April/May 2027
- Revision: June/July 2027
- Publication: September 2028
Submission
Please send abstracts (max. 500 words) by 1 November 2026 to:
Subject line: ZFHE special issue ‘Migration-related multilingualism in higher education and teaching’ – Abstract
Key literature
Ackermann, L., & N. Karakaş (Eds.), Diversity in the staff room: Self-perception and school integration of teachers with a migrant background in Germany (pp. 214–241). Waxmann.
Basit, T. N., Roberts, L., McNamara, O., Carrington, B., Maguire, M., & Woodrow, D. (2006). Did they jump or were they pushed? Reasons why minority ethnic trainees withdraw from initial teacher training courses. British Educational Research Journal, 32(3), 387–410. https://doi.org/10.1080/01411920600635471
Dobutowitsch, F. (2020). Everyday multilingualism at university: A qualitative study of students’ linguistic scope. Waxmann.
Fabel-Lamla, M., & Klomfaß, S. (2014). Teachers with a migrant background: Habitus sensitivity as an educational policy expectation and professional self-concepts. In T. Sander (Ed.), Habitus sensitivity: A new requirement for professional practice. Springer VS.
Georgi, V. B., Ackermann, L., & Karakaş, N. (Eds.). (2011). Diversity in the staff room: Self-perception and school integration of teachers with a migrant background in Germany. Waxmann.
Gogolin, I. (1994). The monolingual habitus of the multilingual school. Waxmann.
Gomolla, M., & Radtke, F.-O. (2009). Institutional discrimination: The construction of ethnic difference in schools (2nd ed.). VS Verlag für Sozialwissenschaften.
Gülen, S. (2021). Teacher Training for Students with a Migration Background. Springer VS.
Heuchemer, S., van Treeck, T., & Szczyrba, B. (Eds.). (2020). University Didactics as an Agent of Higher Education Development. W. Bertelsmann Verlag.
Huemer, B., Lejot, E., & Deroey, K. L. B. (Eds.). (2019). Academic writing across languages: Multilingual and contrastive approaches in higher education. Böhlau.
Karakaş, N. (2011). Experiences of disadvantage and discrimination. In V. B. Georgi,
Karakaşoğlu, Y., & Wojciechowicz, A. (2017). Muslims as a threat to schools – The significance of anti-Muslim racism in the educational setting of teacher training. In K. Fereidooni & M. El (Eds.), Critique of racism and forms of resistance (pp. 507–528). Springer VS.
Karakaşoğlu, Y., Wojciechowicz, A., & Kul, A. (2013). Experiences of being labelled as ‘other’ amongst trainee teachers from migrant backgrounds during placements and their teaching practice. Journal of Teacher Education, 3, 15–19.
Naumann, I. (2011). Teacher-training students with a migration background at the University of Kassel: An analysis of qualitative interviews as part of the project ‘Mentoring for teacher-training students with a migration background’. University of Kassel.
Panagiotopoulou, A. (2017). Multilingualism and the construction of difference in early childhood education and care settings. In I. Diehm, M. Kuhn, & C. Machold (Eds.), Difference – Inequality – Educational Science (pp. 257–274). Springer VS.
Rech, J. (2012). Academic success of international students: An empirical analysis in the context of the internationalisation of German higher education institutions. Waxmann.
Wolf, K., Maurer, C., & Kunter, M. (2021). “I don’t really belong here”: Examining sense of belonging in immigrant and non-immigrant teacher students. Journal of Developmental Psychology and Educational Psychology, 53(1–2), 1–14.
Information about the journal
The ZFHE is a peer-reviewed online journal for academic articles with practical relevance to current issues in higher education development. The focus is on didactic, structural and cultural developments in teaching and student learning. Particular attention is given to topics that are considered innovative and where options for their implementation remain open. The ZFHE is published by a consortium of European academics. Further information: https://www.zfhe.at.
Peer-review process
All submitted articles are assessed for their academic quality via a ‘double-blind’ peer-review process. The editors of each issue propose the reviewers for the respective thematic focus and assign the individual articles to the reviewers; they also decide on the acceptance of the articles. The selection of reviewers and the review process are overseen by a member of the Editorial Board for each themed issue.
Formatting and submission
To save valuable time when formatting articles, we would ask all authors to use the template from the outset, which can be downloaded from the ZFHE website:
Texts must be editable and submitted in formats such as Microsoft Word (.doc), Office Open XML (.docx), Open Document Text (.odt) or plain text (.txt); please do not submit PDF files. Submissions must initially be provided in anonymised form to ensure the double-blind review process. To this end, please remove all references to the authors from the document (including those in the document properties!). Once the review has been successful, this information will be reinserted.
Any questions?
For queries regarding content, please contact Farina Böttjer (boettjer@em.uni-frankfurt.de) & Melanie David-Erb (david-erb@em.uni-frankfurt.de)
For editorial, technical and organisational enquiries, please contact Alessandro Barberi (office@zfhe.at).
We look forward to receiving your submission!
Farina Böttjer & Melanie David-Erb