The chief editors of the journal together with the issue editors invite all the interested authors to submit their proposals of articles to the thematic issue of Neofilolog 52/2 (2019). This issue will be specifically devoted to the concept of interculturality viewed from the perspective of glottodidatics as an autonomous science.
Discussing the concept of glottodidactics as an autonomous science in the reflection on interculturality implies the necessity of including terminological, epistemological and methodological specificity of teaching and learning a foreign language in the theoretical and empirical studies in the field. At the same time, recognizing the autonomy of glottodidactics does not exclude the interdisciplinary character of its object of cognition, all the more the scientific dialogue with related social and humanistic sciences. The interdisciplinary approach should thus create an opportunity for “sensible broadening one’s own perspective and undertaking appropriate research from a renewed perspective”, provided that the theoretical assumptions specific for each of disciplines are not lost (Wilczyńska & Michońska-Stadnik, 2010, p. 26).
With reference to the above, we invite the authors to discuss, among others, the following topic areas (the list not being final):
- register and terminological problems at the level of scientific conceptualization in the glottodidactic area of interculturality;
- interdisciplinarity and trans-disciplinarity in defining and studying interculturality as an object of scientific cognition in glottodidactics;
- the relationship between glottodidactics as a science and the practice of language education based on the assumptions of intercultural approach;
- the relationship between intercultural competence and pluri-/multilingualism of people learning and teaching L2.
While in the previous volumes of Neofilolog (see Smuk & Sobańska, eds. 2016; Jaroszewska & Smuk, eds. 2016; Jaroszewska & Sujecka-Zajac, eds. 2016), the authors generally focused on scientific research regarding the practical elements and conditions of the process of L2 teaching and learning in the intercultural approach, in this volume we would like to distinguish the level of modeling. The modeling may include the very conceptualization of intercultural competence, its components, interrelationships between them, as well as between intercultural competence and other competences, attitudes and identity of people learning and teaching a foreign language. We also encourage to examine the inter- and transdisciplinary character of the object of cognition in glottodidactics viewed from the intercultural perspective, which locates our proposal at the level of meta-glottodidactic analysis (see Bańczerowski, 1975; Macaire, Narcy-Combes & Portine, eds. 2010; Dakowska 2014).
The choice of interculturality as a space for scientific reflection in glottodidactics appears desirable not only because of changeable socio-cultural-political context of language education in modern Europe, but also due to the dynamic institutional context in which professionals and researchers in the field function nowadays.
Articles written in English, French, German or Polish should be sent directly to both editors of the volume to the following e-mail addresses:
Beata Karpińska-Musiał (Institute of English and American Studies of the University of Gdańsk) – email@example.com
Izabela Orchowska (Institute of Linguistics, Adam Mickiewicz University) – firstname.lastname@example.org
Please send the texts until 15th December 2018. The texts should be edited in accordance with the editorial guidelines of the Polish Association of Modern Languages (PTN), the publisher of the journal Neofilolog. The guidelines for authors are available on the PTN website in the NEOFILOLOG bookmark. The editors will communicate with the authors in English, French or Polish.
We cordially invite you to publish with us!
 Wilczyńska, W., Michońska-Stadnik, A. (2010), Metodologia badań w glottodydaktyce. Wprowadzenie. Kraków: Avalon.
 Bańczerowski, J. (1975), Is Metaglottodidactics Necessary? (In) Glottodidactica, No 8, pp. 21-26.
 Macaire, D., Narcy-Combes, J.-P. & Portine, H. (eds.) (2010), Interrogations épistémologiques en didactique des langues. Le FDM. Recherches et applications, No 48. Paris: Clé International.
 Dakowska, M. (2014), O rozwoju dydaktyki języków obcych jako dyscypliny naukowej. Warszawa: Wydawnictwo Uniwersytetu Warszawskiego.