Call for Papers

The journal will become bilingual from 2027 onwards (in the English/Portuguese or English/Spanish language pairs); articles accepted from July 2026 onwards, submitted in Portuguese, English, or Spanish, must be translated (by the authors themselves) into the other language pair. We appreciate your understanding!

Check the thematic sections of volume 21. Submission period: October 1, 2026 – June 30, 2027.

Teaching and learning written Portuguese for the Deaf – Theory and Practice

Organizers: Simone Gonçalves de Lima (IFSC); Sandra Patrícia de Faria-Nascimento (UnB); José Carlos de Oliveira (UFU)

The teaching of Portuguese language to students who are deaf, deafblind, hard of hearing (sign language users), deaf with high abilities and gifted, and deaf with associated disabilities has been guided by legislation and official documents, such as the “National Education Plan” – PNE, Law No. 15,388/2026, the “Law on Guidelines and Foundations of National Education” – LDB, Law No. 9,394/1996, updated by Law 14,191/202, Decree 5,626/200251, and the “Curriculum Proposal for Teaching Written Portuguese as a Second Language to Deaf Students in Basic Education and Higher Education” (Faria-Nascimento, et al. 2021).The modality of bilingual education for the deaf—using Libras and written Portuguese—is emerging in the Brazilian educational system, establishing Libras as the language of teaching, instruction, communication, and interaction, both in its signed form and in its written form, and positioning written Portuguese as the language of instruction, incorporated into teaching materials, printed texts, and visual aids in its written form. These advances in the teaching of Written Portuguese as a Second Language for Deaf Students (PSLS) give rise, among other needs, to the emergence of teacher training, the production of instructional materials, and the development of curricula for teaching PSLS, as well as for teaching Brazilian Sign Language. In this regard, we are seeking studies that fall under a wide range of theoretical and methodological perspectives, including interdisciplinary approaches. To this end, we accept papers that address the following topics:

1. Acquisition/learning of PSLS;
2. Teacher training for teaching PSLS;
3. Development of instructional materials for teaching PSLS; 
4. Teaching practices for PSLS in the early years of elementary school;
5. Practices in teaching PSLS in K-12 education and higher education;
6. The use of technology in teaching PSLS;
7. Analysis of written Portuguese texts produced by deaf individuals;
8. Textual genres and the teaching of PSLS;
9. Instrumental Portuguese for the deaf;
10. The work of PSLS teachers;
11. Current discourse on the teaching of PSLS;
12. Technologies and the teaching of PSLS;
13. Deaf teachers and the teaching of PSLS;
14. The role of Libras in the teaching of PSLS;
15. BNCC and the teaching of PSLS.

Language in the Age of Artificial Intelligence: Ethical, Political, and Epistemological Challenges in the Face of Algorithmic Biases

Organizers: Kleber Aparecido da Silva (UnB), Mércia Regina Santana Flannery (University of Pennsylvania)

The rapid advances in Generative Artificial Intelligence are redefining the ways in which language is produced, circulated, and legitimized in virtually all domains of social life. Large language models, automated classification systems, speech recognition, machine translation, content moderation, and recommendation algorithms have come to play a central role in organizing human interactions, educational processes, public communication, and digital policies. However, far from constituting neutral technologies, these systems incorporate values, ideologies, and inequalities historically produced by the societies that develop them.
Within Critical Applied Linguistics, it is increasingly evident that algorithms also operate as devices for language production, social classification, and the unequal distribution of recognition, reproducing sophisticated forms of coloniality, racialization, and exclusion. In this context, studies in Critical Sociolinguistics and Raciolinguistics, for example, provide an important theoretical framework for understanding how social identity and language continue to be co-constructed in digital environments through automated processes that naturalize social and epistemological hierarchies.
This thematic section seeks to bring together research that critically investigates the relationships among language, Artificial Intelligence, algorithmic racism, algorithmic misogyny, algorithmic LGBTphobia, digital ableism, automated xenophobia, and other forms of discrimination produced or amplified by computational systems. We are interested in understanding how AI models participate in the production of new forms of linguistic violence, discursive exclusion, and communicative injustice, as well as in discussing possibilities for resistance, algorithmic justice, ethical governance, regulation, and the development of technologies committed to human rights.
Contributions grounded in Critical Applied Linguistics, Raciolinguistics, Critical Sociolinguistics, Decolonial Studies, Critical Race Theory, Feminist Studies, Queer Studies, Disability Studies, Artificial Intelligence Ethics, and Global South perspectives that problematize the contemporary production of digital inequalities are particularly welcome. The aim of the thematic section is to consolidate an interdisciplinary space for debate on the linguistic, social, ethical, and political implications of Artificial Intelligence, expanding discussions of linguistic justice, algorithmic justice, and digital democracy in the Brazilian and international contexts.

Suggested topics

1. Raciolinguistics, Critical Applied Linguistics, and Artificial Intelligence
• Theoretical foundations of Raciolinguistics and Critical Applied Linguistics.
• Language, race, power, and digital technologies.
• AI, the coloniality of language, and Southern epistemologies.
• Linguistic justice and algorithmic justice.
• Decolonial perspectives on Artificial Intelligence.

2. Language Education, Multilingualism, and Critical Teacher Education in the Age of AI
• Artificial Intelligence and language teaching.
• Teacher education for the critical use of AI.
• Multilingualism, translanguaging, and digital technologies.
• Critical literacies and AI.
• Inclusion, accessibility, and language education.
• AI ethics in educational contexts.