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Editorial board

The journal is edited by the Apliut1, the association of language teachers in University Institutes of Technology2, who founded the journal. In 2014, the Apliut began a process of working with other language associations in higher education. In 2014, this collaboration included the following associations: Ardaa3 (Association pour la Recherche en Didactique et Acquisition de l'Anglais / Teaching and Learning English Research Association) and Ranacles4 (Rassemblement National des Centres de Langues de l'Enseignement Supérieur / National Meeting of Higher Education Language Centres). In 2016, GERAS5 (Groupe d’Etude et de Recherche en Anglais de Spécialité / English for Specific Purposes Study and Research Group) joined this grouping in a special issue on languages for specific purposes. In 2021, Aloes6 (Association des anglicistes pour les études de Langue Orale dans l’Enseignement Supérieur, secondaire et primaire / Oral Language Studies in Higher, Secondary and Primary Education Association) edited its first issue.

Since 2022, Researching and Teaching Languages has been edited by three associations: Apliut, Ardaa and Ranacles. The editors-in-chief guarantee the scientific quality of the journal and work closely with the editorial board, specific to a given association, which coordinates a particular issue.

The journal relies on a reviewing committee whose members ensure blind reviewing of the papers. Members of the reviewing committee are involved for a period of three years, which can be renewed. Guest experts may be called upon, depending on the theme of the issue.

The Journal’s Editorial Board

Editor: Danielle Joulia, President of the Apliut

Editors-in-chief: Marco Cappellini, Danielle Joulia, Pascale Manoïlov

Editor-in-chief for book reviews: Marco Cappellini

Editor-in-chief for notes on teaching experiments: Pascale Manoïlov

Reviewing Committee 2022-2025

Pia Acker, Université de Strasbourg
Christine Appel, Universitat Oberta de Catalunya, Spain
David Banks, Université de Bretagne Occidentale
Susan Becaas, DLC, Université de Bordeaux
Pauline Beaupoil-Hourdel, INSPE Paris
Marie-Françoise Bourvon, Université de Rennes
Cédric Brudermann, Sorbonne Université
Peggy Candas, Université de Strasbourg
Marco Cappellini, Université d’Aix-Marseille
Anne Chateau, Université de Lorraine
Michelle Daly, University of Limerick, Ireland
Marie-Hélène Fries, Université Grenoble Alpes
Dan Frost, Université Grenoble Alpes
Thomas Gaillat, Université de Rennes 2
Marie Garnier, Université Toulouse – Jean Jaurès
Muriel Grosbois, Conservatoire National des Arts et Métiers, Paris
Mojca Jarc, University of Ljubljana, Slovenia
Marie-Pierre Jouannaud, Université Paris 8
Danielle Joulia, Université Toulouse III Paul Sabatier
Carmenne Kalyaniwala, Université de Lorraine
Dana Léon-Henri Di Pardo, Université de France-Comté
Agnès Leroux, Université Paris Nanterre
Manuel Marti Sànchez, Universidad Alcalá, Spain
Pascale Manoïlov, Université Paris Nanterre
Marjie Michel, Université de Groningen, Pays-Bas
Nicolas Molle, Université de Lorraine
Margarita Munoz Garcia, Université de Rennes 2
Elke Nissen, Université Grenoble Alpes
Justine Paris, Université Paris Cité
Michel Prum, Université Diderot-Paris 7
Christian Puren, Université Jean Monnet, St-Étienne
Guilène Revauger, Université de la Réunion
Annick Rivens Mompean, Université de Lille
Laurent Rouveyrol, Université Sorbonne Nouvelle
Cédric Sarré, ESPE, Université Paris-Sorbonne
Eva Schaeffer-Lacroix, ESPE, Université Paris-Sorbonne
Claire Tardieu, Université Sorbonne Nouvelle
Denyze Toffoli, Université Toulouse III Paul Sabatier
Nadia Yassine-Diab, Université Toulouse III Paul Sabatier
Julia Consuelo Zabala, Universitat Politècnica de València, Spain

Guest Editorial Boards and Reviewing Committees of each issue

Volume 42 (2023)

Volume 42, no. 2, December 2023: Digital transformations of language for specific purposes (LSP) learning and teaching

Editorial board: Apliut

Julie McAllister, Mary Catherine Lavissière and Audrey Cartron, Editors

Volume 42, no. 1, April 2023: Inclusion of Iconographic Representations in English-Language Teaching and Learning

Editorial board: Ardaa

Emilie Magnat and Elise Ouvrard, Editors

Peer-reviewers for this issue (in alphabetical order): Susan Becaas, Claire Chaplier, Marie‑Claire Chauvin, Laura Hartwell, Emilie Magnat, Elise Ouvrard, Marie Potapushkina, Jill K. Salomon, Nadia Yassine-Diab.

Volume 41 (2022)

Volume 41, no. 2, November 2022: Continuities and Disruptions in Language Teaching and Learning

Editorial board: Ranacles

Marie-Pascale Hamez, Annick Rivens Mompean and Marco Cappellini, Editors

Peer-reviewers for this issue (in alphabetical order): Pia Acker, Sophie Babault, Vincent Bénét, Marie-Françoise Bourvon, Cédric Bruderman, Anne Chateau, Christelle Combe, Emilie Kasazian, Marie Garnier, Eglantine Guély, Nicolas Guichon, Aude Labetoulle, Elke Nissen, Christian Ollivier, Sophie Othmann, Laurent Puren, Corinne Raynal-Astier, Pierre Louay Salam, Cédric Sarré, Eva Schaeffer-Lacroix, Geoffrey Sockett, Nadia Yassine-Diab, Shona Whyte, Naouel Zoghlami Terrien.

Volume 41, no. 1, June 2022: Multifactorial Causes as a Starting Point of Innovative Teaching Situations in Lansad

Editorial board: Apliut

Corinne Landure, Anne-Laure Dubrac and Linda Terrier, Editors

Peer-reviewers for this issue (in alphabetical order): Joëlle Aden, Marie-Françoise Bourvon, Peggy Candas, Claire Chaplier, Anne Chateau, Frédérique Freund, Marie-Hélène Fries, Dan Frost, Thomas Gaillat, Eglantine Guely, Dana Leon-Henri Di Pardo, Cristelle Maury, Marie-Françoise Narcy- Combes, Cédric Sarré, Nathalie Spanghero.

Volume 40 (2021)

Volume 40, no. 2, June 2021: 40 Years of Publication - 40 Years of Researching and Teaching Languages for Specific Purposes

Editorial board: Apliut

Linda Terrier, Editor

Contributors to this issue (in alphabetical order): Monica Alaez Galan, Janet Atlan, Anne Azam Pradeilles, Catherine Barnet, Brigitte Bouchot, Vincent Boulanger, Anne Brentel, Claire Bryars, Sylvia Canonne, Claire Chaplier, Delphine Chollat-Namy, Sylvie Daguenet, Anne-Laure Dubrac, Joëlle Farigoux, Frédérique Freund, Mireille Hardy, Noella Gaigeot, Hélène Garnier, Sonja Hamilton, Nicole Lancereau-Forster, Dan Frost, Corinne Landure, Paul Jones, Danielle Joulia, Jacques Kuhnlé, Aude Labetoulle, Alison Leonard, Marie-Annick Mattioli, Julie Morère, Jocelyne Napoli, Anne-Marie O’Connell, Florence Pelissier, Christelle Picard, Nathalie Picard, Rob Simmons, Erin Smith, Claire Sologny, Denyze Toffoli, Céline Valente, Fabienne Vo Van, Marion Warzagier.

Volume 40, no. 1, January 2021: Spoken English: theoretical issues and authentic practice

Editorial board: Aloes

Isabelle Gaudy-Campbell and Susan Moore Mauroux, Editors

Volume 39 (2020)

Volume 39, no. 1, January 2020: Learning and Teaching Languages and Cultures in Tandem

Editorial board: Paris-Sorbonne

Claire Tardieu and Céline Horgues, Editors

Volume 38 (2019)

Volume 38, no. 2, June 2019: Internationalising Training Programmes in Higher Education

Editorial board: Apliut

Claire Chaplier and Danielle Joulia, Editors

Volume 38, n° 1, March 2019: Languages for Specific Purposes in French Higher Education: Federating Diversities?

Editorial board: Ranacles

Annick Rivens Mompean, Editor
Stéphanie McGaw, Co-editor

Peer-reviewers for this issue (in alphabetical order): Marie-Françoise Bourvon, Peggy Candas, Anne Château, Martine Eisenbeis, Thomas Gaillat, Marie Garnier, Marie-Pascale Hamez, Nicola Macre, Sophie Othman, Emilie Perrichon, Laurent Rouveyrol, Evelyn Rosen, Cédric Sarré, Virgine Tremion, Shona Whyte, Nadia Yassine Diab.

Volume 37 (2018)

Volume 37, no. 2, October 2018: Body, Voice and Language Learning in Higher Education

Editorial board: Apliut

Linda Terrier, Editor
Dan Frost and Joëlle Farigoux, Co-editors

Peer-reviewers for this issue (in alphabetical order): Saandia Ali, Dana Leon Di Pardo, Anne-Laure Dubrac, Thomas Gaillat, Sophie Herment, , Nadine Herry-Benit, Cristelle Maury, Susan Moore, Julie Morère, Eva Shaeffer, Gail Taillefer, Nadia Yassine-Diab.

Volume 37, no. 1, January 2018: Trust, Reliance and Language Learning in Higher Education

Editorial board: Ardaa

Joséphine Rémon, Editor
Virgine Privas, Co-editor

Volume 36 (2017)

Volume 36, no. 2, June 2017: Playing and Learning: What are the stakes in LSP and LAP?

Editorial board: Apliut

Anne-Laure Dubrac, Editor
Linda Terrier, Co-editor

Peer-reviewers for this issue (in alphabetical order): Joëlle Aden, Klaus Bergman, Patrick Doucet, Marie-Hélène Fries, John Kenwright, Hélène Knoerr, Marie-Françoise Narcy-Combes, Isabelle Puozzo, Christian Puren, Cédric Sarré, Eva Shaeffer-Lacroix, Stéphane Soulaine, Nathalie Spanghero-Gaillard, Ethel Swartley, Gail Taillefer, Margaret Van Naerssen, Alysse Weinberg.

Volume 36, no. 1, March 2017: Quality in Language Centres and for Language Learning and Teaching in Higher Education: key issues, current practices, definition(s)

Editorial board: Ranacles

Peggy Candas, Editor
Anne Chateau and Jean-François Brouttier, Co-editors

Peer-reviewers for this issue (in alphabetical order): Klaus Bergmann, Anne Chateau, Patrick Doucet, Marie-Hélène Fries, Cristelle Maury, Marie-Françoise Narcy-Combes, Elke Nissen, Annick Rivens-Mompean, Laurent Rouveyrol, Eva Schaeffer-Lacroix, Gail Taillefer, Eric Thiebaut, Christine Vaillant-Sirdey.

Volume 35 (2016)

Volume 35, no. 1 (special), October 2016: Special issue: LSP teaching and research in French educational settings

Editorial board: Apliut, Ardaa, Geras, Ranacles

Linda Terrier (Apliut), Editor
Dominique Delasalle (Ardaa), Cédric Sarré (Geras) and Joanne Pagèze (Ranacles), Co‑editors

Peer-reviewers for this issue (in alphabetical order): Saandia Ali, Sophie Bailly, Alex Boulton, Claire Chaplier, Marc Deneire, Martine Derivry, Alice Henderson, Dominique Macaire, Monica Masperi, Monique Memet, Anne-Marie O Connell, Christian Puren, Nathalie Spanghero Gaillard, Rebecca Starkey.

Volume 35, no. 2, June 2016: Towards Sustainable Language Learning in Higher Education

Editorial board : Apliut

Julie Morère, Editor
Marie-Annick Mattioli and Linda Terrier, Co-editors

Peer-reviewers for this issue (in alphabetical order): David Banks, Peggy Candas, Anne Chateau, Dan Frost, Mojca Jarc, Margaret van Naerssen, Christian Puren, Cédric Sarré, Eva Schaeffer-Lacroix, Nathalie Spanghero Gaillard, Gail Taillefer, Shona Whyte, Alysse Weinberg.

Volume 35 no. 1, January 2016: Strategies, Engagement and Cognitive Ergonomics in Teaching and Learning Languages

Guest Editorial Board: Ardaa

Émilie Magnat, Editor

Rebecca Dahm, Co-editor

Peer-reviewers for this issue (alphabetical order): Jose Aguilar, Franck Amadieu, Judith Barna, Klaus Bergmann, Cédric Brudermann, Jozef Colpaert, Muriel Grosbois, Laura Hartwell, Dana Léon-Henri Di Pardo, Dana Jean Paul Narcy-Combes, Françoise Raby, Annick Rivens-Mompean, Cedric Sarré, Maria-Luz Suárez, Claire Tardieu, Alysse Weinberg.

Volume 34 (2015)

Volume 34, no. 2, June 2015: Success and Failure in Languages for Specific Purposes

Editorial board: Apliut and Ardaa

Linda Terrier, Editor

Volume 34, no. 1, January 2015: Language Training for Non-specialists in University Language Centres: State of Affairs and Perspectives

Editorial board: Ranacles

Annick Rivens Mompean, Editor
Peggy Candas and Anne Château, Co-editors

Volume 33 (2014)

Volume 33, no. 3, October 2014: Teaching Grammar to Non-specialist students

Editorial board: Ranacles and Apliut

Martine Shuwer, Guest editor
Mireille Hardy, Editor-in-chief of the journal

Volume 33, no. 2, June 2014: Emerging Practices and Research in Teaching English: milestones, questions and prospects

Editorial board: Ardaa and Apliut

Françoise Raby, Guest editor
Mireille Hardy, Editor-in-chief of the journal

Volume 33, no. 1, March 2014: Languages for Special Purposes and Professionalisation

Editorial board: Apliut

Marie-Annick Mattioli, Editor
Mireille Hardy, Editor-in-chief of the journal

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