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Education Sciences
Special Issues
Bilingual Education and Second Language Acquisition
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Bilingual Education and Second Language Acquisition

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Language and Literacy Education".

Deadline for manuscript submissions: 29 August 2025 | Viewed by 637

Special Issue Editor

Dr. Evy Woumans

E-Mail Website
Guest Editor
Department of Translation, Interpreting, and Communication, Ghent University, Sint-Pietersnieuwstraat 33, 9000 Gent, Belgium
Interests: bilingualism and all its (psycholonguistic) aspects; translation and interpreting processes; second language acquisition; instruction languages in education

Special Issue Information

Dear Colleagues,

This Special Issue aims to systematise knowledge on bilingual education and second language acquisition by providing a comprehensive overview of the research efforts into the two strands undertaken by a number of disciplines (e.g., psychology, linguistics, sociology, and pedagogy). As such, the present volume will bring together multiple fields, methods, and perspectives to provide a cross-disciplinary and broad overview of the implications, as well as the advantages and challenges, of bilingual development and education. This Special Issue encourages manuscript submissions addressing research questions related to bilingual education and second language acquisition from a theoretical, methodological, and/or experimental point of view. It aims to cover a wide range of research including, but not limited to, the following topics:

 --Second language acquisition;

--Language learning;

--Language in society;

--Language development;

--⁠Language co-activation and cross-linguistic influence;

--Language teaching and language in education;

--Linguistic anthropology;

--Translation and interpreting;

--Executive control and cognitive reserve;

--Lexico-semantic and syntactic processing;

--Discourse analysis;

--Cognitive and/or neural models of language processing;

--Neurolinguistics.

Dr. Evy Woumans 
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • bilingualism
  • second language acquisition
  • language learning
  • education
  • immersion
  • content and language integrated learning
  • English as medium of instruction

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (1 paper)

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Research

23 pages, 1187 KiB  
Article
The Influence of Media Multitasking on Moroccan English as a Foreign Language Teachers’ Reading Habits
by Kouider Mokhtari, Nirmal Ghimire and Adil Bentahar
Educ. Sci. 2025, 15(5), 599; https://doi.org/10.3390/educsci15050599 - 13 May 2025
Viewed by 322
Abstract
This study examined the impact of media multitasking on the reading habits and practices of 700 Moroccan English as a foreign language (EFL) teachers, utilizing a time-diary survey methodology. The findings reveal that a significant number of teachers engage in media multitasking, particularly [...] Read more.
This study examined the impact of media multitasking on the reading habits and practices of 700 Moroccan English as a foreign language (EFL) teachers, utilizing a time-diary survey methodology. The findings reveal that a significant number of teachers engage in media multitasking, particularly watching television and using the Internet, while reading for both academic and recreational purposes. Ordinal logistic regression (OR) analyses showed that school type and specific multitasking activities were significant predictors of the displacement of time spent on reading. Teachers in urban/suburban schools reported higher levels of displacement compared with those in rural areas (OR = 2.23; 95% CI [1.59, 3.14]), while more-experienced teachers (6–10 years) reported less displacement (OR = 0.56; 95% CI [0.39, 0.80]). Watching television “most of the time” while reading was associated with greater displacement for both recreational (OR = 2.61; 95% CI [1.18, 5.79]) and academic reading (OR = 2.64; 95% CI [1.16, 6.06]). Social network showed contrasting associations: significantly lower displacement for recreational reading, but no significant relationship with academic reading displacement. These results suggest that media multitasking has context-dependent effects on teachers’ reading practices, with implications for their professional development and literacy instruction. This study emphasizes the need for targeted interventions to help teachers manage digital distractions and foster focused reading habits in the digital age. Future research should explore the long-term consequences of media multitasking on teachers’ effectiveness and identify strategies to promote engaged reading across diverse educational settings. Full article
(This article belongs to the Special Issue Bilingual Education and Second Language Acquisition)
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