No. 70 (2026)

Changes in teaching approaches reflect shifts in scientific paradigms and socio-historical contexts. Consequently, the teaching of a foreign language always takes place within a specific context, shaped by local pedagogical traditions, prevailing theoretical orientations, language policies and social representations of languages and cultures.

This issue sets out to explore the interactions between foreign language teaching and various scientific disciplines. The contributions brought together here examine how theoretical frameworks, concepts and methods drawn from a variety of fields can inform pedagogical reflection and contribute to the renewal of contemporary teaching practices.