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journal: European Journal of Applied Linguistics

Impact Factor: 0.9

Zeitschrift Open Access

European Journal of Applied Linguistics

Editors-in-Chief: Kristin Bührig , Ildikò Erika Stephanie Risse und Jan D. ten Thije
Begründet von: Karlfried Knapp

Sprache: Englisch

Erstveröffentlichung: 15. Mai 2013

Erscheinungsweise: 2 Hefte pro Jahr

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Über diese Zeitschrift

Starting 2025, European Journal of Applied Linguistics will be transferred to Gold Open Access on a year-by-year basis. All articles will thus immediately appear under the Creative Commons license CC-BY. There will be no publication costs for the authors. The Open Access transformation is based on Subscribe-to-Open, an alternative model that enables the full Open Access transformation of journals through the continuation of existing subscriptions. The prerequisite for successful transformation is that subscriptions are continued to the same extent as before. The editors of European Journal of Applied Linguistics and the publisher De Gruyter would therefore like to thank all subscribers for their support, which has made the transformation to Open Access possible.　

Objective
The European Journal of Applied Linguistics (EuJAL) focuses on the particular concerns of applied linguistics in European contexts, both by addressing problems that are typically relevant for the linguistic situation in Europe, from those on the level of the EU as a pan-national body down to the level of the individual, and by examining topics broached by or discussed in European applied linguistics in particular. In addition to resulting from an epistemological stance, EuJAL is a logical outcome of the regionalization policy of the Association Internationale de Linguistique Appliquée (AILA), supporting the societies' commitment to regionalization by focusing on the European language space and by giving applied linguists from this regional context an adequate forum. EuJAL is part of the joint activities of the European AILA affiliates.

Open Access
Knowledge of receptive English morphology among Finnish university students: L2 learners’ morpheme recognition and its implications to vocabulary learning

3. September 2025

Anna Reini

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Morphological knowledge involves understanding how morphemes, the smallest meaningful units of words, can be used to form words. However, not much is known about L2 learners’ English morpheme recognition in multimorphemic words. To the best of the author’s knowledge, no research exists on Finnish university students’ knowledge of English multimorphemic words. Finnish is a Finnic language of the Uralic language family, and as a non-Germanic language, its structures are very different from those of, e. g., English. The highly productive and rich morphological system of Finnish provides novel opportunities for research. The present study examines morpheme recognition, the most crucial aspect of receptive morphological knowledge needed for vocabulary acquisition, and intralexical factors that affect morpheme recognition. The participants, 694 Finnish-speaking university students, were administered word segmentation and vocabulary knowledge tasks, which were developed to fit the proficiency level of the Finnish participants. Using both Pearson and corrected item-total correlational analyses, the findings indicated that recognizing the root of a word was influenced significantly by the ability to break multimorphemic words into parts. The results add to our understanding of how morphological knowledge is constructed by advanced L2 English learners, as well as provide novel evidence for its receptive use in strategic vocabulary learning. This evidence highlights the importance of drawing learners’ attention to different morphological structures and the semantic role of roots. Based on the results, the pedagogical implications for L2 vocabulary learning are also addressed.
Open Access
Learner-initiated grammar explanations in L2 French classroom interaction

1. Januar 2000

Loanne Janin

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Adopting a conversation analysis approach to classroom interaction, this study investigates how learners spontaneously provide grammar explanations without prior solicitation from the teacher. While previous research has primarily focused on teachers’ explanatory practices, this article analyses learner-initiated explanations and teacher responses to these explanations, in order to provide a more comprehensive overview of explanatory practices in the classroom. The study draws on 50 hours of video-recorded interactions in a beginner-level second language (L2) French classroom with eight adult learners in Switzerland. The analysis shows that learners deploy a range of multimodal resources to deliver their explanations, including syntax, prosody and embodied actions. In particular, they formulate topic-related assertions, thereby displaying linguistic expertise and challenging knowledge asymmetries in the classroom. These findings contribute to a deeper understanding of learner initiatives in the L2 classroom and shed light on the specific dynamics of participation in language classes for beginner-level adult learners.
Open Access
Incorporating sustainability into American postsecondary modern foreign language classrooms at the pre-advanced level: exploring current practice and identifying future directions

1. Januar 2000

Sandra Valnes Quammen, Oksana Afitska

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This article reviews recent literature concerned with the issues of interdisciplinary integration of sustainability-related content in American higher education curricula and expands the discussion into the integration of sustainability-related content into modern foreign language classrooms, particularly at the introductory and intermediate levels of study. The article first unpacks the concept of sustainability as an interdisciplinary curricular construct in a postsecondary context and situates it alongside recent research in education for sustainability (EfS) and content-based second language (L2) instruction. It then outlines the specific challenges and affordances of sustainability content and language integration for introductory and intermediate level language learners. Finally, the authors propose several considerations for language-and-content integration in order to both foster sustainability competencies and support student linguistic development in an instructed L2 setting at all levels. This article will be of interest to L2 educational professionals, higher education policy makers, and researchers concerned with enhancement of language and content integrated practices at tertiary levels of education.
Open Access
Incorporating Sustainable Development Goals into an English for Global Citizenship Curriculum at an International Liberal Arts University in Japan

1. Januar 2000

Junko Imai

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In the context of globalization and university internationalization, sustainability can serve as both a pedagogical goal and course content that connects English language education with other disciplines. This study reports an initiative integrating the United Nations’ Sustainable Development Goals (SDGs) into an English for Global Citizenship (EGC) curriculum at an international liberal arts faculty in a private university in Tokyo. Drawing on the theoretical framework of Education for Sustainable Development (ESD) and Content and Language Integrated Learning (CLIL), the course design operationalized CLIL’s four dimensions—content, communication, cognition, and community—through six global issue modules. Using a repeated cross-sectional survey design, longitudinal student feedback collected across nine administrations from 1083 respondents was reanalyzed. Learners consistently valued SDG integration, reported perceived gains particularly in presentation, listening, and writing as well as in increased motivation and awareness of global issues, while also expressing a continuing need to strengthen speaking. Findings suggest that incorporating SDGs into university-level English for Academic Purposes (EAP) courses can foster learner engagement and autonomy and contribute to sustainable, well-coordinated curriculum management. The study concludes by highlighting the importance of systematic program evaluation and stronger articulation between English and related content courses to enhance the long-term sustainability of language programs.
Open Access
Analyzing the effectiveness of dialogue practice in English as a lingua franca using the model of Transformative Language Teaching for Sustainability

1. Januar 2000

Mirja S. Hämäläinen

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The United Nations’ sustainable development goals (SDGs) stated in Agenda 2030 pose an urgent challenge to education, but research shows that language teachers have not been quick to adopt education for sustainable development (ESD). To help integrate ESD into language education, a didactic model of transformative language teaching for sustainability (TLS) gives a framework for enhancing ESD-related communications skills and competencies. This study describes one practical example of a language teaching approach that aligns with the TLS model: a university English course based on Bohmian dialogue philosophy. A sample of 94 student self-assessments from the course was analyzed for the possible transformative effects of practicing dialogue through a lingua franca. The analysis showed that ethical dialogue in a higher education English course can contribute to ESD, especially as a method of raising awareness of the skills and competencies needed when thinking together about such complex issues as sustainability. The present study suggests that the Bohmian dialogue approach would be a relevant addition to language teaching methods that support transformation-oriented ESD and, moreover, the approach may have potential for further applications in language education.
Open Access
Promoting sustainability in European language teaching

1. Januar 2000

Minna Maijala, Salla-Riikka Kuusalu

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Sustainability has become a topical issue in many disciplines and increasingly also concerns language education and research, but the role of sustainability remains understudied in the field of language teaching. Consequently, language education could concentrate more on education for sustainable development (ESD) as it is considered crucial in reaching the sustainable development goals of Agenda 2030. Language education has immense potential to promote ESD because it deals with a wide range of cultural and societal themes and uses interactive teaching methods that contribute to democratic goals. Various language teaching methods are related to the components of the action-oriented ESD framework. Therefore, there are several features in language teaching that are already consistent with the principles of ESD. The Special Issue “Global goals for sustainability in European language teaching” aims to widen the perspectives around ESD in relation to language teaching, about its practical implementations in different countries and educational systems and open a discussion concerning what aspects in European and global language teaching could be promoted and further developed to support both the global sustainability goals and the future demands of language education. In this introduction, we discuss the principles of sustainability and ESD and the necessity of their implementation in foreign language education and elaborate on the gaps in understanding and implementation of sustainability in language teaching. Finally, we summarise the main points in each article of this Special Issue.
Open Access
Finnish pre-service language teachers’ understanding of culture – from cultural humility to social justice

1. Januar 2000

Leena Maria Heikkola, Minna Maijala, Soila Merijärvi, Päivi Laine, Maarit Mutta

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Immigration to Finland has increased significantly over the past decade. As Finnish schools become more diverse, teachers must develop their cultural competence – their ability to work respectfully with people from different cultures. An even deeper understanding of supporting social justice in education can be achieved through cultural humility , which is the ability to recognize one’s own cultural biases and be open to seeing things from another culture’s point of view. Until now, this concept has not been investigated in education. Thus, the aim of this study was to investigate pre-service language teachers’ ( n = 26) understandings of culture, cultural humility and social justice. The data consisted of responses to three open-ended questions in an online survey. The data were analysed qualitatively using theory- and data-driven content analysis. The pre-service teachers understood culture primarily in terms of customs and traditions but had a relatively sound understanding of social justice; however, it was mainly based on human rights, with only a few mentions of human obligations. They had only a developing understanding of cultural humility. Based on our results, pre-service language teachers may become better equipped to advocate for social justice in education if cultural humility is included in teacher training.
Open Access
Towards an ecocritical and sustainable foreign language education through picturebooks

1. Januar 2000

Monica Peluso

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Departing from the developing fields of ecocriticism and posthumanism, the present article is aimed at analysing the ecological and posthuman potential of picturebooks, and to show their potential in fostering ecological wisdom and awareness in the context of language education. In particular, the article will first describe and uncover the representation of the relationship between humans and natural non-humans, namely plants, animals, and the elements considered as belonging to nature in Western culture, in three picture books, written in Italian, English, and Spanish, through Multimodal Discourse Analysis. Then, it will briefly present the implications of this analysis in the design of a training course for foreign language teachers interested in teaching a language while educating for sustainability through the promotion of ecological thinking.
Open Access
Social ‘integration’ and language learning at two European universities: Students’ perceptions of institutional and student-led opportunities

1. Januar 2000

Andreana Pastena

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Increasingly internationalized universities prioritize being competitive in global rankings and acquiring market value, often promoting English as a key linguistic asset. However, fostering students’ social integration is crucial, as support networks are key for academic success and sense of belonging. Languages also play a significant role in students’ inclusion experience and future opportunities. This study focuses on two leading European universities, one in England and another in Catalonia, both known for high prestige and diverse student populations. Drawing on interview data from 32 students, the research explores whether these institutions provide opportunities for students to form meaningful relationships and learn languages beyond the official ones. It also considers the role of both university-led activities and student-led initiatives. Findings reveal that classrooms provide limited opportunities for meaningful interactions, while extra-curricular activities promoted by the university often target only international students, and language centres face access barriers such as high costs and scheduling conflicts. Student-led initiatives appear to offer some potential in addressing these gaps. However, while one university offers numerous opportunities, the other faces challenges in engagement and accessible resources. This study suggests the potential contribution of both institutional support and student-led initiatives in shaping the student experience.
Open Access
Addressing linguistic and social sustainability: morphological awareness among multilingual students with varying first-language literacy levels

1. Januar 2000

Judi Rose, Maarit Mutta, Minna Maijala

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English reading comprehension skills are essential in Finland, as English has become the dominant foreign language learned in schools and it is widely used in Finnish society. Therefore, acquiring adept English skills is essential to ensure equal education and job opportunities. Generally speaking, children with a migrant background may face many challenges in reading comprehension (Grabe & Yamashita 2022; Kaukko et al. 2022), putting their linguistic and social sustainability at a disadvantage compared to children born to Finnish-speaking parents. They often have to navigate in several languages, depending on how long they have been in the Finnish education system. This study explores adolescents’ (ages 13–14, N=62) morphological awareness with varying first language literacy levels. As morphological awareness is considered a key contributor to reading comprehension, we assume that low morphological awareness will result in low English reading comprehension proficiency. To investigate this assumption, tests to measure morphological awareness and English reading comprehension were administered and the obtained data were analyzed quantitatively. The results of the study support our assumption. Although the results indicate immense variation in test scores, a positive correlation was found in the impact of morphological skills on English reading comprehension. The results of the study will be used to develop better ways to address morphological awareness in EFL classrooms and thereby contribute to increased social sustainability.
Open Access
Language teachers as educators for sustainability in Finland – Factors influencing teachers’ perception of their agency

1. Januar 2000

Salla-Riikka Kuusalu, Mareen Patzelt, Minna Maijala

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Agency enhances teachers’ professional development and influences their capability of integrating education of sustainable development (ESD). This study focuses on language teachers’ agency as educators for sustainability both at the institutional system level and in language classes. We investigate how language teachers perceive their agency in ESD, how their experiences affect their perception of agency in ESD, and how they use their agency in the integration process. Data were gathered with individual semi-structured interviews of six language teachers in Finland and analysed using a modified inductive paradigm model. The teachers considered having agency in ESD when they received enough support, had sufficient guidance, could affect teaching materials, and had proactive students. Teachers had many operational strategies for solving the challenges in integrating ESD, but negative experiences and lack of support were reflected as a diminished capability for agency and decreased capacity to integrate ESD.
Open Access
Interpersonal Awareness and Self-Moderation of Code-Switching in Estonian-English-Japanese Facebook Communication: a Usage-Based Approach

1. Januar 2000

Geidi Kilp

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While English is a language that is commonly spoken among youth in Estonia, the prevalence of Japanese has also been increasing in the recent years, with the rising popularity of Japanese media, as well as different local opportunities to learn the language. I draw from Muysken’s probabilistic model for variation in mixing patterns and I suggest that in the case of Japanese, that is spoken only by a minority of Estonians with interspersed micro-communities, interpersonal awareness seems to be an underlying factor in the self-moderation of code-switching. I am using the Estonian-English-Japanese Facebook communication dataset that consists of synchronous private Facebook messages between 2015 and 2021: a total of 54 conversations and 16,743 tokens. There are 7 informants, four of whom are present in more than one conversation pair, which enables an analysis of the characteristics of their speech patterns that vary according to their interlocutor. The data suggest that interpersonal awareness can be both an enabling and inhibiting factor in both the prevalence of code-switching in general, and also the style of code-switching (e. g. insertional or alternational), dependent on the speaker’s interpretation of their interlocutor’s language dominance, proficiency, attitudes and sociocultural norms, as well as a way to show solidarity.

Special Issue: Language Ideologies: Old Questions, New Perspectives / Guest editors: Naomi Truan & Esther Jahns

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Special Issue: New Generation of Applied Linguists in Europe / Guest editors: Aleksandra Gnach & Grégory Miras

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Special Issue: Foreign Language Didactics and Foreign Language Education in Europe since 1945 / Guest editor: Christiane Fäcke

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Special Issue: Capitalizing on linguistic diversity in education / Guest editors: Adelheid Hu and Ingrid de Saint-Georges

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Special Issue: Linguistic Diversity and its Challenges for Educational Institutions and Teacher Professionalisation / Guest editors: Drorit Lengyel, Tobias Schroedler & Patrick Grommes

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Special Issue: Computer-mediated communication (CMC) and social media corpora / Guest editors: Reinhild Vandekerckhove, Lisa Hilte, Darja Fišer & Walter Daelemans

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Special Issue: Languages of Schooling: language competence and educational success / Guest Editors: Francisco Lorenzo and Oliver Meyer

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Special Issue: Languages of Schooling: explorations into disciplinary literacies / Guest Editors: Francisco Lorenzo and Oliver Meyer

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Special Issue: Non-professional interpreting and translation: translational cultures in focus / Guest Editors: Feyza Evrin and Bernd Meyer

Die Zeitschrift European Journal of Applied Linguistics veröffentlicht Sonder- und Themenhefte, die sich auf wichtige und neu aufkommende Themen im Bereich der Forschung konzentrieren. Die Zeitschrift hat ein strenges Verfahren eingeführt, um sicherzustellen, dass alle Manuskripte für Sonderausgaben denselben Qualitätsstandards und Peer-Review-Verfahren unterliegen wie reguläre Manuskripte. Weitere Informationen über die Peer-Review-Politik der Zeitschrift finden Sie in den "Hinweisen für Autoren".

Aktuelle Themenhefte

Band 12 | Heft 1 Special Issue: Language Ideologies: Old Questions, New Perspectives / Guest editors: Naomi Truan & Esther Jahns

Journal Impact Factor	0.9	2024, Journal Citation Reports (Clarivate, 2025)
5-year Journal Impact Factor	1.3	2024, Journal Citation Reports (Clarivate, 2025)
Journal Citation Indicator	0.41	2024, Journal Citation Reports (Clarivate, 2025)
CiteScore	1.7	2024, Scopus (Elsevier B.V., 2025)
SCImago Journal Rank	0.417	2024, SJR (Scimago Lab, 2025; Data Source: Scopus)
Source Normalized Impact per Paper	0.811	2024, CWTS Journal Indicators (CWTS B.V., 2025; Data Source: Scopus)
Agenzia Nazionale di Valutazione del Sistema Universitario e della Ricerca	CA	2022

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Please submit your manuscript online to: http://mc.manuscriptcentral.com/eujal.

Personal data: Authors should not mention their names in the manuscript and make sure that authorship is kept anonymous.

The journal operates a blind peer review that takes approximately 3-4 months via the online submission system.

Form of manuscripts: Scholarly articles published in EuJAL will usually have a length of about 60,000 characters, including references, spacing and punctuation. Authors should follow the De Gruyter Mouton journal style sheet but with one change: While the standard style sheet stipulates, under "Special attention", that authors should have their "contribution carefully checked by a native speaker", EuJAL simply expects authors to submit manuscripts written in an English which is intelligible to a wide international academic audience, but it need not conform to native English norms.

Abstracts and keywords: Submitted articles should include at least three abstracts of about 200 words / 1,600 characters (including spacing and punctuation) each: one in English, one in German, and one in Spanish. To underline the Europeaness of EuJAL, authors who are native speakers in another European language other than these three may also add a fourth abstract in their mother tongue. The total number of words for all abstracts should not exceed 800. At minimum of 3 keywords should also be provided in the respective languages.

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Editors
Kristin Bührig
University of Hamburg, Germany

Stephanie Risse
Libera Università di Bolzano, Italy

Jan D. ten Thije
Utrecht University, The Netherlands

Founding Editor
Karlfried Knapp
University of Erfurt, Germany

Editorial Board
Peter Auer (University of Freiburg, Germany)
Gualtiero Boaglio (University of Vienna, Austria)
Kees de Bot (University of Groningen, The Netherlands)
Jasone Cenoz (University of the Basque Country, Spain)
Jereon Darquennes (Université de Namur, Belgium)
Annick De Houwer (University of Erfurt, Germany)
Rita Franceschini (University of Bolzano, Italy)
Maria del Pilar Garcia Mayo (University of the Basque Country, Spain)
Li Wei (University College London, UK)
Daniel Perrin (Zurich University of Applied Sciences, Switzerland)
Barbara Seidlhofer (University of Vienna, Austria)
Johannes Wagner (University of Odense, Denmark)

Advisory Board
To represent the interests and involvement of the European AILA affiliates in the journal, it has an Advisory Board with the AILA Europe Coordinator as chair and one representative nominated by the AILA affiliates from each European region that actively participate in AILA Europe.

AILA Europe Coordinator:
Grégory Miras (Université de Lorraine)

Austria - Verband für Angewandte Linguistik (VERBAL):
Ulrike Jessner (University of Innsbruck)
Belgium - Association Belge de Linguistique Appliquée (ABLA):
Laurent Rasier (Université de Liège)
Estonia - Estonian Association of Applied Linguistics (EAAL):
Martin Ehala (University of Tartu)
Finland - Association Finlandaise de Linguistique Appliquée (AFinLA):
Hannele Dufva (University of Jyväskylä)
France - Association Française de Linguistique Appliquée (AFLA):
Marie-Françoise Narcy-Combes (Université de Nantes)
Germany - Gesellschaft für Angewandte Linguistik (GAL):
Bernd Rüschoff (University of Essen)
Greece - Greek Applied Linguistics Association (GALA):
Marina Matthaioudaki (Aristoteles University Thessaloniki)
Ireland - Irish Association for Applied Linguistics (IRAAL):
Lorna Carson (Trinity College Dublin)
Italy - Associazione Italiana di Linguistica Applicata (AItLA):
Laura Gavioli (University of di Modena and Reggio Emilia)
Netherlands - Association Néerlandaise de Linguistique Appliquée (ANéLA):
Ad Backus (Tilburg University)
Spain - Asociación Española de Lingüística Aplicada (AESLA):
Javier Pérez Guerra (Universidad de Vigo)
Sweden - Association Suédoise de Linguistique Appliquée (ASLA):
Camila Bardel (Stockholm University)
Switzerland - Association Suisse de Linguistique Appliquée (VALS/ASLA):
Martin Luginbühl (University of Zurich)
United Kingdom - British Association for Applied Linguistics (BAAL):
Zhu Hua (University College London)

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eISSN:

2192-953X

ISSN:

2192-9521

Sprache:

Englisch

Verlag:

De Gruyter Mouton

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Erstveröffentlichung:

15. Mai 2013

Erscheinungsweise:

2 Hefte pro Jahr

eISSN: 2192-953X

ISSN: 2192-9521

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Institutional Libraries and Researchers of Applied Linguistics within a European Context

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