EXTENDED DEADLINE: CALL FOR SUBMISSIONS DOSSIER

2026-07-26

Dossier proposal

Editor: Dr. Luis Felipe Casimiro Perlaza

Universidad Austral de Chile

                                              

Teaching and learning of languages and literature: opportunities and challenges in times of Generative Artificial Intelligence.

 

Presentation

The evolution of generative artificial intelligence (AGI) has transformed the teaching and learning processes of languages and literature, offering unprecedented opportunities for the personalization of learning, the generation of authentic materials, immediate and multimodal feedback, and support in minority language contexts or in vulnerable situations.

 

However, this transformation poses challenges: algorithmic biases that reproduce dominant ideologies, aggravated digital divides in the Global South, questioning of authorship and discursive authenticity, risks of linguistic and cultural homogenization, and new forms of digital coloniality in the teaching and learning of languages and literature.

 

This dossier offers a space for critical dialogue in linguistics and language and literature studies from interdisciplinary and situated approaches, privileging international, postcolonial, gender, queer, feminist and marginal perspectives. We invite researchers to explore how AI reconfigures the teaching of languages (native, second, foreign, indigenous or sign language) and literature without losing sight of the ideological, ethical, cognitive, discursive and sociocultural dimensions of the phenomenon.

 

Suggested thematic axes (not exclusive):

  1. Pedagogical and cognitive opportunities: effectiveness of the use of AI in the development of language skills.
  2. Personalized and pragmatic feedback generated by AI: analysis of its effectiveness and discursive limitations.
  3. AI in language learning: cognitive processes, metacognition and semiotic multimodality.
  4. AI tools for the teaching and revitalization of indigenous or minority languages (critical ethnolinguistics).
  5. Algorithmic biases and the perpetuation of linguistic hegemonies: ideological, ethical and power challenges (lingua franca, digital coloniality).
  6. Critical discourse analysis in AI-generated texts: authenticity, plagiarism, authorship in academic genres.
  7. Biases in language models and their impact on teaching: Queer, feminist and gender perspectives.
  8. Post-human poetics: AI in literary creation and its teaching.
  9. Representations of artificial intelligence in literature and its didactic potential.
  10. Literary criticism of works co-created with AI from postcolonial approaches.

 

Types of Accepted Contributions:

Original research articles (empirical, theoretical or critical): 6,000-9,000 words (including references).

 

Formal requirements

Languages: Spanish, English or Portuguese.

Mandatory critical approach  (linguistic, ideological, discursive, cultural or literary).

Comply with journal standards available at: https://www.revistas.usach.cl/ojs/index.php/rizomas/about/submissions.

 

Proposed Timeline (New Extended Deadline)

Submission of abstracts (300-500 words + 5 keywords + brief bio of the author): until September 30, 2026.

Notification of acceptance of abstracts: October 15, 2026.

Submission of full articles: October 30, 2026 (in ÁyR Journal format).

Double-blind arbitration process: October 2026 – January 2027

Expected publication: Vol. 9 No. 1 (January-June 2027)


Abstracts will be evaluated by the editor, considering originality, critical relevance, geographic and gender diversity, and contribution to the debate.

Parity and representation of at least 3 different countries will be prioritized. The dossier seeks to gather a minimum of 5 articles

 

Submission of proposalsSend abstracts in .docx format to: arbolesyrizomas@usach.cl  Subject of the email: Proposal Dossier IA – Teaching and learning of languages and literature.