Ce numéro de la revue EDL/FLLTR souhaite explorer la question de l’engagement dans l’enseignement : l’engagement des apprenants et apprenantes selon le niveau en langues, les compétences, les dispositifs d’enseignement, les visées professionnelles ; l’engagement des enseignants et enseignantes selon les contraintes et les soutiens institutionnels, les programmes, la formation, l’ancienneté ; l’engagement dans l’apprentissage formel et informel des langues ; l’engagement selon des publics socio-économiques et éducatifs différents, des contextes nationaux différents ; les perspectives théoriques de l’engagement et leur application.

Argument

In educational science, the concept of engagement refers to involvement in learning or teaching. It is closely tied to the translation of motivation into action. The concept of motivation emerged as early as the 1950s as a key and measurable concept (Vallerand et al., 1989). Thier relationship is dynamic and reciprocal: while motivation encourages engagement in the task, the degree of engagement and the results achieved can also help reinforce motivation, particularly through feelings of success and competence. Mosher & MacGowan (1985) demonstrate that expectations of success and the value attributed to the task play a decisive role in triggering and sustaining motivation, which is located at the foundation of engagement alongside goals, and determination. These dimensions can explain the cognitive mechanisms that lead a person to engage and to preserve in an activity. Engagement encompasses actions, interactions, behaviors, thoughts, and feelings. According to Oga-Baldwin (2019), engagement is closely linked to interactions among the various participants. It can be approached through its behavioral, cognitive, social, affective, or cultural dimensions (Nakamura, 2025). 

In the context of language learning, one can explore, among other topics:

• learner engagement according to language proficiency level, skills, teaching methods, and career goals;
• teacher engagement in light of institutional constraints and support, curricula, education and training, or years of experience;
• engagement in formal and informal language learning;
• engagement across different socioeconomic and education groups or national contexts;
• theoretical perspectives on engagement and their application.  

Submission 

Complete contributions should be sent directly, as there is no preliminary selection of proposals. They may be written in French or English. Manuscripts (between 6,000 and 10,000 words), addressing one of the subjects above, will respect the style sheet available on-line. The manuscripts should be sent by email before 31 December 2026 to <edl@mailo.com> to be published in issue number 45 of EDL/FLLTR in June 2027.

Selection Committee

• Nicole Décuré - Rédactrice en chef (université de Toulouse)
• Claire Chaplier (université de Toulouse)
• Élisabeth Crosnier (université de Toulouse)
• Karine Duvignau (INSPE de Toulouse)
• Laura Hartwell (université de Toulouse)

Editor-in-Chief: Nicole Décuré

Editorial Committee: Claire Chaplier, Élisabeth Crosnier, Karine Duvignau, Laura Hartwell, Dominique Macaire, Jean-Paul Narcy-Combes

References

MOSHER, Ralph & Bradford MACGOWAN. 1985. Assessing Student Engagement in Secondary Schools: Alternative Conceptions, Strategies of Assessing, and Instruments. University of Wisconsin Research and Development Center. https://files.eric.ed.gov/fulltext/ED272812.pdf NAKAMURA, Sachiko. 2025. Engagement. ELT Journal 79: 2, 297–299. 

OGA-BALDWIN, W. L. Quint. 2019. Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning. System, 86.

VALLERAND, Robert J., Marc R. BLAIS, Nathalie M. BRIERE & Luc PELLETIER. 1989.

Construction et validation de l’échelle de motivation en éducation (EME). Canadian Journal of Behavioural Science, 21(3), 323-349.