Volume 2022-2(8), 153 pages

* Intro
* Contents
* Authors
* Reviewers


Linguistic challenges at a turbulent time

Turbulent times generate numerous challenges and – sometimes somewhat paradoxically and even beneficially – unravel phenomena that have long remained unnoticed and/or not sufficiently taken into account. Such has been the case with language, which despite being taken for granted in the education of different subjects to various age groups around the world becomes a particularly significant issue and acquires a novel status in particular circumstances, ranging from posing a tool of communication and agreement between different groups and nations to constituting an obstacle inhibiting progress and disturbing achievements in learning and teaching of any given content. As we have been faced with a number of unusually tough challenges in recent times such as COVID-19, a war in Europe, migration, political unrest, etc., educators reflect on the toll which these challenges have taken on the world of education. Apart from the – unequivocally most crucial – tragic “face” of the phenomena in question, there are arise questions which may yield a significant educational fruit such as what effects the recent challenges have had on the linguistic sphere of education, what theories and practices have been applied when dealing with the recent challenges, to what extent schooling has become more linked to other educational contexts, or what our joint experience gained throughout these challenging times implies for the future.

The current turbulence in question has drawn the educators’ attention to the man-language-reality link, with one direct consequence of that strong dependence being that one’s stable positioning in the world rests on language. We “reach” the surrounding world with our language and if we lack necessary linguistic resources do to so, we become alienated and detached from multiple linguistically driven processes and developments. As communication between an individual and a community is mediated by language, our possibilities of normal functioning in the world become radically diminished once our “mediator” cannot do “his” job. By the same token, the transmission of cultural symbols is radically inhibited as well as the process of mutual transformations taking place between man, language, community, and culture. It all means that in the opposite situation, that is in a positive scenario with our communication and self-expression not being violated and reduced – especially in the case of linguistically diverse settings and contexts, our image of the world continues to be – via the process of social mediation – created anew, which broadens not only our language per se, but also our educational possibilities, cognitive horizons, and entire experiencing of the world.

The challenges posed by the recent events have been faced in a comparable degree by both learners as well as teachers, which means that any adjustments made on the level of linguistic education need to be bilateral. In sense, the roles of the two groups have merged in that teachers have had a lot to learn by themselves, too, and to acquire – inter alia – abilities to communicate online, to elicit speech from  their students frequently not seen, whilst, learners, apart from providing frequent technical feedback not to themselves but to their online instructors, have had to guide their peers and teachers in different ways  of presenting – with words, presentations, recordings, etc. – their knowledge, ideas, methods of solving problems, discussing issues, etc. This novel learning and teaching on the part of all participants of educational processes have encompassed all the dimensions covered by the ERL framework, that is – on the level of the Scope Minor – linguistic beliefs, activity, affect, and matrices, and – on the level of the Scope Major – multiple facets pertaining to  schooling, culture, methodology, and personality.

This volume of ERL Journal has an extensive geographical scope and provides its readers with a variety of linguistic settings. Its content is well reflected by the titles of the two parts: the first, ‘Diverse linguistic contexts’, including papers and reports addressing such issues as the educational inclusion and success of indigenous children, language policies, language production, migration, and the very sense of educational diversity, and the second, ‘Diverse linguistic means’, containing papers and reports relating to digital literacy and pedagogy, children’s literacy developed by joint application of picture books and toys, music as a means of multilingual education, or linguistic practices employed for English-based specific purposes. The volume closes the first four-year cycle of ERLA devoted to the establishment and initial examination of its four fundamental premises (outlined in the introduction to Volume 7). ERLA’s first cycle – with its eight ERL Journal’s volumes – has covered issues falling within the area of experiencing language and multiculturalism, jointly referred under the ERL Framework as communication (Vol. 1 and 2), linguistic identity (Vol. 3 and 4), linguistic diversity (Vol. 5 and 6), and linguistic diversity (Vol. 7 and 8). Accordingly, the next volume will open ERLA’s second cycle, focused on the Scope Minor mentioned above, with ERLA’s and, consequently, also ERL Journal’s yearly foci pertaining to the four strands named.  To remind our readers of the premises upon which ERL Journal has been based, we shall be including the graphic shown on the next page in all the volumes published throughout the second cycle.

Educational Role of Language – 4 Fundamental Premises



1. Jessica Ball, Mariam Smith – A more-than-language approach to inclusion and success of indigenous children in education: reflections on Cambodia’s multilingual education plan

FULL Article (PDF)

2. Jens Haugan – When the linguistic L1 context is linguistic diversity – Norwegian language policy and education

FULL Article (PDF)

3. Sigríður Ólafsdóttir, Paula Budzyńska – Productive language development in classroom activities in Poland and Iceland: The diversity of language context in the digital world

FULL Article (PDF) 

4. Chenkai Chi, Zhuozheng Fu, Yuhan Xiang – Supporting linguistically and culturally diverse English language learners by integrating first language

FULL Article (PDF)

5. Carol Schmid – Ukrainians in Polish schools

FULL Article (PDF)

6. Francis Salawu Ozaomata – Challenges of diversity in languages: the dilemma of using English as a medium of learning in Nigeria

FULL Article (PDF) 

7. Arno Boudry – Hegel on diversity or why an insight in contradictions is important

FULL Article (PDF)



8. Nejla Kalajdžisalihović, Larisa Kasumagić-Kafedžić, Amira Sadiković – Digital literacy, digital pedagogy and digital content creation – reflective practice

FULL Article (PDF)

9. Vaiva Schoroškienė – Combination of picturebooks and toys for development of children’s literacy: advantages and limitations in the context of play-based pedagogy

FULL Article (PDF)

10. Slađana Marić – Educational project children’s opera -Imola- encompassing multilingual, musicological and pedagogical issues

FULL Article (PDF)

11. Pantea Rinnemaa – Linguistically diverse students’ perceptions of difficulties with reading and understanding texts in civics

FULL text (PDF)

12. Luisito M. Nanquil – Teaching literacy in multilingual settings: diversity and opportunity (report)

FULL text (PDF)

13. Monika Kusiak-Pisowacka – Towards diversity in language education through “Teaching and researching English for Specific Purposes” – a book review

FULL text (PDF)

14. Tea Piršl, Danica Piršl – Fostering diversity of teaching practices and the role of language for specific purposes

FULL text (PDF)


List of Volume 2022-2(8) Authors

List of Volume 2022-2(8) Reviewers 

ERL Journal – Scope Major 

ERL Journal – Scope Minor 


Jessica Ball /1000-0002-5088-5906: CANADA, University of Victoria, Human and Social Development. Jessica Ball is a Professor in the School of Child and Youth Care at the University of Victoria in Canada. She holds an MA, MPH, and PhD from the University of California, Berkeley. Her program of research uncovers processes that produce marginalization and inequities for Indigenous and minorities children and families. Her recent work evaluates the impacts of both colonial and innovative, decolonial language-in-education polices in North America and ASEAN countries. Her scholarship seeks to inform new policies, curricula and teacher education that include the perspectives of non-dominant language speakers including parents and children. Jessica is also a specialist in early childhood care and development program design, implementation and evaluation, and capacity building ( She also directs a program of research and intervention focused on forced migrant youth in Southeast Asia ( and a program of research on fathers’ involvement in early family formation ( 

Arno Boudry BELGIUM, University of Ghent, Department of Philosophy. As a Master student in Philosophy at the University of Ghent his main interest goes to ‘Continental Philosophy’ and Psychoanalysis. However, he had the opportunity to work with Iben Bollaert on a paper that investigated Religion and Constructive Empiricism – a new philosophical movement created byBas van Fraassen (considered an Einstein in ‘Analytical Philosophy’). His further academic achievements still need to follow.

Paula Budzyńska POLAND, independent researcher. She graduated from English philology at Nicolaus Copernicus University in Toruń. She is the owner of the Foreign Languages and Extra-curricular Activities Studio LOOK AHEAD. Her primary research interests include discourse related to intercultural competence, the analysis of English language textbooks and the development of children’s L2 productive skills, as well as mental training.

Chenkai Chi Canada, University of Windsor. Chenkai is a Ph.D. candidate in educational studies at the University of Windsor, Canada. He received his Master of Education degree from the University of Windsor. He won Ontario Graduate Scholarship ($ 30,000, OGS) twice. His research interests include Comparative education, international teacher education and teacher professional development, language and literacy education, math education, second language acquisition, and curriculum studies.

Zhuozheng Fu  Australia, The University of Melbourne. He finished his bachelor’s degree in Geographic Information Science at Jiangxi Normal University, China. He is now a master student in TESOL at the University of Melbourne.

Jens Haugan NORWAY, Inland Norway University of Applied Sciences, Faculty of Education, Department of Humanities. PhD (doctor artium) in Norwegian/Nordic linguistics. Working as a docent with research mainly related to the role of Nynorsk (‘New Norwegian’) in education and society. Main research association and network: Educational Role of Language.

Nejla Kalajdžisalihović BOSNIA AND HERZEGOVINA, University of Sarajevo, Faculty of Philosophy, Department of English Language and Literature. Dr Nejla Kalajdžisalihović is an Associate Professor at the Department of English, Faculty of Philosophy, University of Sarajevo. Her research interests include applied linguistics, contemporary English and psycholinguistics.

Larisa Kasumagić-Kafedžić BOSNIA AND HERZEGOVINA, University of Sarajevo, Faculty of Philosophy, Department of English Language and Literature. Dr Larisa Kasumagić-Kafedžić has been actively involved in peaceful upbringing and non-formal education, the philosophy of nonviolence and intercultural pedagogy. She currently teaches foreign language pedagogy-related courses in a teacher education program at the Department of English.

Monika Kusiak-Pisowacka POLAND, Jagiellonian University, Kraków, Faculty of Philology. Professor of English in the Institute of English Studies; Head of the Applied Linguistics and English Language Teaching Section. She teaches courses in research methods and psycholinguistics, and runs MA seminars. Her main research interests include teacher education, metacognition, reading in a foreign language and educational discourse. Her most recent publications include: Reading comprehension in Polish and English: Evidence from an introspective study (2013) and Educational role of language skills (2018) – the latter one co-authored with Michał Daszkiewicz and Ryszard Wenzel. She has also written numerous articles in scholarly journals, co-authored three coursebooks for Polish EFL learners and has written two handbooks for foreign language teacher trainees.

Slađana Marić SERBIA, University of Novi Sad (UNS), Faculty of Philosophy, Research Associate in Social Sciences – Pedagogy. Three Secondary Music School state degrees in: Piano Performance, Music Theory and Opera. Graduated in Music Pedagogy at the Academy of Arts (UNS) and in English Language Philology at the Faculty of Law and Business Studies “Dr Lazar Vrtakić” in Novi Sad. Completed doctoral studies in Teaching Methodology at the Faculty of Philosophy, University of Novi Sad. Extensive experience in teaching both Music subjects and the English language in professional music and ballet educational settings. Main research interests are in teaching methodology, educational technologies and intersections of music and languages in education.

Luisito M. Nanquil PHILIPPINES, Bulacan State University. Dr. Luisito Nanquil has been a language and literature professor for a number of years. He is handling professional courses in education and linguistics at Bulacan State university. His research interests are TESOL, educational leadership, language and culture, curriculum and instructional design, and educational linguistics. He holds doctorate degrees in Educational Leadership and English Language Studies. Furthermore, he obtained TESOL Diplomas from London Teacher Training College and Concordia International College.

Sigríður Ólafsdóttir ICELAND, University of Iceland, School of Education, PhD in Educational Science. Postgraduate Diploma in Teaching Studies for Higher Education/Associate professor at the School of Education, University of Iceland. The key project is Icelandic academic word list, a project in co-operation with Árni Magnússon Institute of Icelandic Studies, the Directorate of Education, the School of Humanities, and the School of Education at the University of Iceland. Funded by the University of Iceland Research Fund and the Icelandic Language Technology Fund. The main aim of the project is to develop a list of Icelandic academic words (LÍNO- 2), language tests based on LÍNO-2, as well as a corpus of texts including words from LÍNO-2. The texts and LÍNO-2 will be translated into six languages: English, Filipino, Polish, Spanish, Thai, and Ukrainian.

Danica Piršl SERBIA, University of Niš, Faculty of sport, PhD in applied linguistics, associate professor, interested in languages for specific purposes, writing and reading pedagogy, e-learning management, culture and communication. Up to now has published 3 university textbooks, 1 international monograph, more than 200 scientific papers, was included in 3 international projects, is a reviewer in more than 10 journals.

Tea Piršl SERBIA, University of Nis, Faculty of Philosophy, BA and MA in philology, PhD candidate in philology, published more than 30 papers in applied linguistics, reading and writing pedagogy, e-learning management. Research topics and interests: English language and literature, ESP, Feminism and Gender Studies, Culture and Communication.

 Pantea Rinnemaa SWEDEN, Department of Pedagogical, Curricular and Professional Studies, Faculty of Education, University of Gothenburg. Pantea is a PhD candidate in the field of didactic classroom studies with focus on second-language students’ civics learning and literacy development. Her main research interests include language education, sociolinguistic, literacy and teaching in linguistically diverse classrooms. She presented a paper at ECER 2022, Armenia and SMDI conference 2022, Lund, Sweden. She plans to present her work at AILA 2023, France (accepted) and ECER 2023, Scotland.

 Amira Sadiković BOSNIA AND HERZEGOVINA, University of Sarajevo, Faculty of Philosophy, Department of English Language and Literature. Dr Amira Sadiković is an Associate Professor and researcher in the field of translation studies; translator (literary and non-literary texts) and conference interpreter; interpretation trainer.

 Francis Salawu Ozaomata Nigeria. He is a Masters student of Political Science, Research Analyst and Educational Instructor. His interests are gender studies, international relations and public policy. He has worked on some research projects related to women empowerment, democracy in Africa, Educational development in Nigeria, Human rights discrimination, African organizations and also sub-regional organizations.

 Carol L. Schmid USA, Guilford Technical Community College in Jamestown, NC. She is a professor of Sociology and the author of three books, namely Conflict and Consensus in Switzerland (University of California Press) and The Politics of Language: Conflict, Identity and Cultural Pluralism in Comparative Perspective (Oxford University Press) and Transnationalism and Sending States. She has authored approximately 20 articles on social linguistics, immigration, education and gender roles. Besides teaching and reading, she loves hiking in the mountains and swimming.

 Vaiva Schoroškienė LITHUANIA, Vilnius University, Faculty of Philosophy. She is a Doctor of Social Sciences (education) and an Associate Professor at the Institute of Educational Sciences. Her research interests include qualitative research of the educational process, early literacy, the didactics of language learning in the primary school, and interdisciplinary language teaching in the primary school. She is interested in early literacy, language development in primary school, as well as the integration of language and other school subjects. She delivers lectures to future primary school teachers about methods of language development. She is also an author of integrated coursebooks for primary school students.

 Mariam Smith SWEDEN, Learning Loop Inc. Mariam Smith holds an MSc in Pedagogy. She is a former teacher and has led programs engaged in multilingual education and community development. Currently working from Sweden, she has spent most of her life living in Bangladesh, Malaysia and Cambodia. She specializes in program planning and evaluation and has completed many projects for international development organizations in Asia, Africa, and Sweden, supporting human resource capacity development initiatives and evaluations for international development organizations. She uses outcome harvesting as one of her main evaluation tools, while also ensuring that evaluation findings are utilizable. She has published on actor-focused theories of change and on the essential components of plans for multilingual education. She strives to include Indigenous community members and participants in program development and evaluation, and to strengthen local capacity to advocate for the education needs of Indigenous and ethnolinguistic minority children and communities. Ms. Smith is proficient in Khmer, Bunong, Swedish and English and has basic knowledge of other languages.

 Yuhan Xiang China Jiliang University. Yuhan Xiang is an undergraduate student in computer science. She won the third prize in China national biology competition.


Alison Bailey (USA, University of California)

Carl Benson (USA, Columbia University)

Vesna Bogdanović (Serbia, University of Novi Sad)

Halina Chodkiewicz (Poland, Pope John Paul II State School of Higher Education in Biala Podlaska)

Ivana Cimermanova (Slovakia, University of Presov)

Irem Comoglu (Turkey, Dokuz Eytul University)

Georgiana Dila (Romania, University of Craiova)

Oumaima Elghazali (Morocco, Mohammed V University)

Jelena Filipović (Serbia, University of Belgrade)

Tatjana Glusac (Serbia, University of Novi Sad)

Yasunari Harada (Japan, Wesada University)

Ludmila Hurajova (Slovakia, Slovak University of Technology in Bratislava)

Małgorzata Karczewska (Poland, University of Zielona Góra)

Colin Lankshear (Australia, James Cook University, Mount St Vincent University and McGill University)

Byeonggon Min (South Korea, Seoul National University)

Dionéia Monte-Serrat (Brasil, University of Campinas)

Zejko Pavic (Croatia, University of Osijek)

Gabriel Pincas (Bosnia and Herzegovina, University of Tuzla)

Goran Schmidt (Croatia, University of Osijek)

Sanja Simel Pranjic (Croatia, University of Osijek)

Agnieszka Szplit (Poland, Jan Kochanowski University in Kielce)

Alina Tenescu (Romania, University of Craiova)

Othmane Zakaria (Morocco, Mohammed V University of Rabat)