Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, which resulted from the merger of Fu Jen Studies: Literature and Linguistics and Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, is published by the College of Foreign Languages and Literatures (CFLL) at Fu Jen Catholic University. FJJFL welcomes general submissions and submissions for the feature topic. Volumes 1~17 are published once a year in July, and starting from Volume 18, the journal is published twice a year in February and July. The journal is indexed in the Taiwan Citation Index (TCI), and readers can access full-text articles on the FJJFL website and through Airiti Library. The feature topic of volume 23 is “AI Generation and Competency-Oriented Approaches in Foreign Language Instruction.”
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Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, Volume 23 (FJJFL 2024)
Feature Topic: AI Generation and Competency-Oriented Approaches in Foreign Language Instruction
In recent years, with the rapid advancement of artificial intelligence technology, various AI content generation tools have become increasingly mature and widely applied in different fields. In the domain of foreign language teaching, AI content generation has gained attention, opening new possibilities and providing abundant learning resources for foreign language education. Teachers can utilize AI-generated language materials as teaching resources to assist students to engage in learning more effectively. Teaching students to use AI tools to generate content is also a part of cultivating students’ core competencies. Meanwhile, local and international scholars and practitioners in the field of foreign language education and other relevant fields including literature, culture, language, and translation emphasizes competency-oriented teaching, focusing on developing students’ multidimensional competencies rather than language skills. It is indeed an important issue to integrate the emerging technologies into foreign language education so that learners can develop communication and cross-cultural competencies and then become global citizens of the 21st century.
This issue explores the intersection of AI and competency-oriented instruction in foreign language education. We welcome empirical studies and relevant theoretical discussions related to the following themes, including but not limited to:
AI technology-assisted / competency-oriented foreign language teaching (including literature, culture, language, translation, and related fields).
Innovative teaching using AI technology and/or competency-oriented approaches.
Language quality control in AI-generated language materials.
Integration of AI content generation and curriculum design.
Application of AI-generated content in online teaching.
Using AI tools to cultivate students’ critical thinking and creativity.
The impact of AI-generated language materials on the cultivation of students’ core competencies.
Impact of students using AI tools to produce language materials.
Copyright and legal use of AI-generated language materials.
Deficiencies and improvements in AI-generated language materials.
Submission deadline: July 31, 2024
Format: APA 7th edition or MLA 9th edition
For more information about formatting requirements and formatting details, please see General Submission Guidelines.
Contact:
Editorial Assistant: Scarlett Hung-chen LU
College of Foreign Languages, Fu Jen Catholic University
No. 510 Zhongzheng Road, Xinzhuang District, New Taipei City
24205 Taiwan (R.O.C)
Fax: 02-2905-2174
Email: fujenstudies@gmail.com
Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, which resulted from the merger of Fu Jen Studies: Literature and Linguistics and Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, is published by the College of Foreign Languages and Literatures (CFLL) at Fu Jen Catholic University. FJJFL welcomes general submissions and submissions for the feature topic. Volumes 1~17 are published once a year in July, and starting from Volume 18, the journal is published twice a year in February and July. The journal is indexed in the Taiwan Citation Index (TCI), and readers can access full-text articles on the FJJFL website and through Airiti Library. The feature topic of volume 22 is “Narratives of Global Migration, Exile, and Return.”
Deadline extended to March 31, 2024.
Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, Volume 22 (FJJFL 2024)
Feature Topic:
Narratives of Global Migration, Exile, and Return
Both the positive and negative intertwine in narratives of migration, exile, return, (also termed multiple migration), forming a complex emotional landscape that captures the depth of human responses to upheaval and transformation. The elation of new opportunities and the optimism of embarking on a journey collide with the anguish experienced in migration and migration corridors, leaving behind familiar landscapes and the comfort of one’s own language. A longing for return or a second migration clashes with a reluctance to uproot self and loved ones in the new home, giving rise to a complex interplay of motivations.
Memory narratives within these stories serve as anchors to forming and re-defining identity and heritage. They offer a profound connection to the past, shape the present and influence plans for the future. These narratives are the embodiment of lived experiences, collective traditions, and the deep-rooted sense of self, sometimes with vignettes of traumatic moments, that diasporic individuals and communities carry. Through the lens of memory, individuals find ways to navigate new environments while preserving or transforming their cultural legacy, creating a bridge between generations and locations, or forming a community network along the routes of their migration.
Diasporic communities are emblematic of the struggle for belonging and connection. They reflect the tenacity with which people maintain their identities in the face of adversity. These communities often transform physical spaces into places of cultural significance or intercultural communication, nurturing a sense of belonging that transcends physical borders of nations and even of cultures. The shared narratives within these communities foster a unique camaraderie, providing a haven where individuals can find understanding, support, and a reaffirmation of their cultural roots or routes.
Linguistic challenges often emerge as a significant aspect of the migration experience, particularly when considering the first and second generations. The first generation frequently experiences difficulty in adapting to a foreign language, leading to issues around communication and integration and creating a sense of isolation. In contrast, the second generation often grapples with a dual linguistic identity which can lead to internal conflicts or the forming of hybrid languages, as they navigate between preserving their heritage and embracing their new environment. Additionally, language differences can affect intergenerational communication.
The themes of exile and return hold a central place in the Western literary canon as well as postcolonial literature and culture. It is a recurring theme in the Bible, beginning with the banishment of Adam and Eve from their home in Eden right up to the eschatological restoration of Revelations. Literary figures such as Homer, Virgil, Dante, Cervantes, Milton and, in more recent times, Joyce offer unique insights into these themes. Examples from modern European and American literature are too numerous to mention. In postcolonial literatures and cultural products too, stories of exile and return abound, and are frequently entangled with traumas, either those deeply embedded in memories of home, or recently experienced in host nations.
Possible themes might include but are not limited to:
In addition to the feature topic, FJJFL Volume 22 (2024) also welcomes general submissions addressing issues related to the teaching of foreign languages, literatures, and cultures. General submissions can be in Chinese, English, French, German, Italian, Japanese, or Spanish, while articles for the feature topic can be in Chinese or English.
Publication date: July 31, 2024
For more information about formatting requirements and formatting details, please see General Submission Guidelines.
Contact:
Editorial Assistant: Scarlett Hung-chen LU
College of Foreign Languages, Fu Jen Catholic University
No. 510 Zhongzheng Road, Xinzhuang District, New Taipei City
24205 Taiwan (R.O.C)
Fax: 02-2905-2174
Email: fujenstudies@gmail.com
Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, which resulted from the merger of Fu Jen Studies: Literature and Linguistics and Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, is published by the College of Foreign Languages and Literatures (CFLL) at Fu Jen Catholic University. FJJFL welcomes general submissions and submissions for the feature topic. Volumes 1~17 are published once a year in July, and starting from Volume 18, the journal is published twice a year in February and July. The journal is indexed in the Taiwan Citation Index (TCI), and readers can access full-text articles on the FJJFL website and through Airiti Library. The feature topic of volume 23 is “AI Generation and Competency-Oriented Approaches in Foreign Language Instruction.”
Deadline extended to August 31, 2024.
Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, Volume 23 (FJJFL 2024)
Feature Topic: AI Generation and Competency-Oriented Approaches in Foreign Language Instruction
In recent years, with the rapid advancement of artificial intelligence technology, various AI content generation tools have become increasingly mature and widely applied in different fields. In the domain of foreign language teaching, AI content generation has gained attention, opening new possibilities and providing abundant learning resources for foreign language education. Teachers can utilize AI-generated language materials as teaching resources to assist students to engage in learning more effectively. Teaching students to use AI tools to generate content is also a part of cultivating students’ core competencies. Meanwhile, local and international scholars and practitioners in the field of foreign language education and other relevant fields including literature, culture, language, and translation emphasizes competency-oriented teaching, focusing on developing students’ multidimensional competencies rather than language skills. It is indeed an important issue to integrate the emerging technologies into foreign language education so that learners can develop communication and cross-cultural competencies and then become global citizens of the 21st century.
This issue explores the intersection of AI and competency-oriented instruction in foreign language education. We welcome empirical studies and relevant theoretical discussions related to the following themes, including but not limited to:
AI technology-assisted / competency-oriented foreign language teaching (including literature, culture, language, translation, and related fields).
Innovative teaching using AI technology and/or competency-oriented approaches.
Language quality control in AI-generated language materials.
Integration of AI content generation and curriculum design.
Application of AI-generated content in online teaching.
Using AI tools to cultivate students’ critical thinking and creativity.
The impact of AI-generated language materials on the cultivation of students’ core competencies.
Impact of students using AI tools to produce language materials.
Copyright and legal use of AI-generated language materials.
Deficiencies and improvements in AI-generated language materials.
Submission deadline: July 31, 2024
Format: APA 7th edition or MLA 9th edition
For more information about formatting requirements and formatting details, please see General Submission Guidelines.
Contact:
Editorial Assistant: Scarlett Hung-chen LU
College of Foreign Languages, Fu Jen Catholic University
No. 510 Zhongzheng Road, Xinzhuang District, New Taipei City
24205 Taiwan (R.O.C)
Fax: 02-2905-2174
Email: fujenstudies@gmail.com
Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, which resulted from the merger of Fu Jen Studies: Literature and Linguistics and Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, is published by the College of Foreign Languages and Literatures (CFLL) at Fu Jen Catholic University. FJJFL welcomes general submissions and submissions for the feature topic. Volumes 1~17 are published once a year in July, and starting from Volume 18, the journal is published twice a year in February and July. The journal is indexed in the Taiwan Citation Index (TCI), and readers can access full-text articles on the FJJFL website and through Airiti Library. The feature topic of volume 22 is “Narratives of Global Migration, Exile, and Return.”
Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, Volume 22 (FJJFL 2024)
Feature Topic:
Narratives of Global Migration, Exile, and Return
Both the positive and negative intertwine in narratives of migration, exile, return, (also termed multiple migration), forming a complex emotional landscape that captures the depth of human responses to upheaval and transformation. The elation of new opportunities and the optimism of embarking on a journey collide with the anguish experienced in migration and migration corridors, leaving behind familiar landscapes and the comfort of one’s own language. A longing for return or a second migration clashes with a reluctance to uproot self and loved ones in the new home, giving rise to a complex interplay of motivations.
Memory narratives within these stories serve as anchors to forming and re-defining identity and heritage. They offer a profound connection to the past, shape the present and influence plans for the future. These narratives are the embodiment of lived experiences, collective traditions, and the deep-rooted sense of self, sometimes with vignettes of traumatic moments, that diasporic individuals and communities carry. Through the lens of memory, individuals find ways to navigate new environments while preserving or transforming their cultural legacy, creating a bridge between generations and locations, or forming a community network along the routes of their migration.
Diasporic communities are emblematic of the struggle for belonging and connection. They reflect the tenacity with which people maintain their identities in the face of adversity. These communities often transform physical spaces into places of cultural significance or intercultural communication, nurturing a sense of belonging that transcends physical borders of nations and even of cultures. The shared narratives within these communities foster a unique camaraderie, providing a haven where individuals can find understanding, support, and a reaffirmation of their cultural roots or routes.
Linguistic challenges often emerge as a significant aspect of the migration experience, particularly when considering the first and second generations. The first generation frequently experiences difficulty in adapting to a foreign language, leading to issues around communication and integration and creating a sense of isolation. In contrast, the second generation often grapples with a dual linguistic identity which can lead to internal conflicts or the forming of hybrid languages, as they navigate between preserving their heritage and embracing their new environment. Additionally, language differences can affect intergenerational communication.
The themes of exile and return hold a central place in the Western literary canon as well as postcolonial literature and culture. It is a recurring theme in the Bible, beginning with the banishment of Adam and Eve from their home in Eden right up to the eschatological restoration of Revelations. Literary figures such as Homer, Virgil, Dante, Cervantes, Milton and, in more recent times, Joyce offer unique insights into these themes. Examples from modern European and American literature are too numerous to mention. In postcolonial literatures and cultural products too, stories of exile and return abound, and are frequently entangled with traumas, either those deeply embedded in memories of home, or recently experienced in host nations.
Possible themes might include but are not limited to:
In addition to the feature topic, FJJFL Volume 22 (2024) also welcomes general submissions addressing issues related to the teaching of foreign languages, literatures, and cultures. General submissions can be in Chinese, English, French, German, Italian, Japanese, or Spanish, while articles for the feature topic can be in Chinese or English.
Submission deadline: February 29, 2024
Publication date: July 31, 2024
For more information about formatting requirements and formatting details, please see General Submission Guidelines.
Contact:
Editorial Assistant: Scarlett Hung-chen LU
College of Foreign Languages, Fu Jen Catholic University
No. 510 Zhongzheng Road, Xinzhuang District, New Taipei City
24205 Taiwan (R.O.C)
Fax: 02-2905-2174
Email: fujenstudies@gmail.com
Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, which resulted from the merger of Fu Jen Studies: Literature and Linguistics and Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, is published by the College of Foreign Languages and Literatures (CFLL) at Fu Jen Catholic University. FJJFL welcomes general submissions and submissions for the feature topic. Volumes 1~17 are published once a year in July, and starting from Volume 18, the journal is published twice a year in February and July. The journal is indexed in the Taiwan Citation Index (TCI), and readers can access full-text articles on the FJJFL website and through Airiti Library. The feature topic of volume 21 is “Never-ending Endings.”
Deadline extended to March 31, 2023.
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Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, Volume 21 (FJJFL 2023)
Feature Topic:
Never-ending Endings
The feature topic for Volume 21 (2023) of FJJFL is “Never-ending Endings,” featuring research reflecting on history, culture, literature and the arts in the context of an endless series of crisis (epidemiological, financial, geopolitical, climatic, alimentary, etc.) whose addition, accumulation, succession and superposition went with the ending of lives, relationships, jobs, projects, and hopes.
But the real crux of this special issue is not “simply” to inquire into how and why new cultural, linguistic and literary forms of expression have emerged to describe, narrate and conceptualize individual or collective grief in an age of multifactorial polycrisis. The complementary aim of our volume 21 special issue is to address a deeper transformation to our relation to endings themselves. It’s not only that endings never ends, it’s also, and more importantly, that any sense of ending is in itself coming to an end. The fact that “the End” has to come an end is the most structural and sea-changing manifestation of never-ending endings. Everything that was supposed to put an end to an History of continuous, unpredictable, irreversible, unwelcomed changes has just ended.
Among all the many things that seem to have suddenly run out of steam and stopped to carry any meaningful explanatory power are “postological narratives”. By “postology” here we mean, all the discursive strategies pointing to “an era of ending” to describe our contemporary mode of relation to the world: post-modern, post-hegemony, post-colonial, post-structural, etc. It’s not an accident of intellectual life but the expression of a historical, existential and ontological change in our ways to relate to reality that recently we have witnessed a proliferation of “trans-”: transcultural studies, transgender sexuality, transhistorical museums, etc. The era of postology, which asserted that from today on we will be living in an endless present, now belongs itself to the past.
Going back two or three decades before, it was claimed that with globalization we had the end of it: the end of parochial particularism, the end of religious separatism, the end of isolated kingdoms and cultural autarky. But if we look at the reality of the world today, it will appear that the only thing which remains truly global is deglobalization itself: economic, technological, and intellectual decoupling is all the rage. While being fully integrated to the global economy, the PRC, with its separation from Western virtual network (no Gmail, Facebook, Twitter, Wikipedia, LinkedIn), its financial insulation (no convertibility for the yuan), its own peculiar version of 20th century history and its relativization of universal norms (Asian values, Chinese specificity), has become the leading figure of this trend. However, in an era of transnational challenges, such as transnational criminality (mafias), climate change and global environmental disruptions, this re-nationalization of every aspect of life (be it Trump’s “America first” or PRC “dual-circulation”) is worrying.
Going back two or three decades before, it was famously claimed by Francis Fukuyama that, with the Fall of the Berlin Wall, the 9th November 1989, History was coming to an End. From this day on, there will be only one (social-economic) game in town: liberal democracy – supported by international laws engraved in international institutions (WTO, UN, etc.). However, the dislocation of the Soviet Union never led to a process of modern liberalization; it went with the ascent of a neo-imperial mentality called Eurasianism (Slavic exceptionalism). Then, as a logical consequence of an irredentist ideology, war came again to Europe. The 24th February 2022 Russian invasion of Ukraine makes it “official” in terms of historical records: it’s the end of the end of history.
More generally, the never-ending of endings is nowhere best manifested than in the radical changes that we have come to accept as the “new normal.” The normalization of the exception means that we all know (though we are reluctant to admit it) that disruptions that were said to belong to the past, to be exceptional or to be accepted only as “temporary” (states of emergency due to global epidemics, regional wars, or climatic catastrophe) will haunt our present forever. Willingly-nillingly, we need to come to term with the fact that the path going “back to normal” is lost to us.
“Never-ending Endings” as the feature topic for Volume 21 (2023) of FJJFL will ask contributions coming from researchers with diverse academic background to address the following questions:
1. Meta-Theoretical: to what extent recent conceptual changes and new emerging perspectives in your own field of study has achieved a new kind of momentum that has made irrelevant and preposterous past assumptions about the purported theoretical closure achieved in your academic field of research? In other words, what are the most recent disruptive theoretical innovations challenging the dominant paradigm or prominent narrative that, in your field of study, was supposed to provide stability, achievement and completeness to all future researches and forthcoming inquiries? And, in what sense, this end of something that was supposed to end all debates and uncertainties can be related to this existential feeling of never-ending endings? What is the Ending that has ended for you?
2. Transdisciplinary: What are the cultural, artistic, visual, literary expressions of never-ending endings in recent works of art? What new forms of the expressions of grief, trauma and recovering can be found in recent novels, plays, movies, TV series, anime, or essays that can be associated to diverse and contemporary experiences of endless, repeated, fragmented, inchoate, liquid endings? To what extent these artistic and intellectual productions can be related to any of the events related to the End of the End of History previously mentioned or others such as: Deglobalization, Ending of Universal Norms (Human Rights, Nuclear Peace, etc.), Normalization of the Exception (Massive Deaths due to: Emerging Disease, Neo-imperialist Wars, or Ecological Collapse). What in recent works of art express this feeling that not only endings have come to an end, i.e. that the reassurance of closure is lost, but also that this end of endings entails not so much a fresh start than a beginning carrying with it the dread and weight of its own looming ending?
In addition to the feature topic “Never-ending Endings”, FJJFL Volume 21 (2023) also welcomes general submissions addressing issues related to the teaching of foreign languages, literatures, and cultures. General submissions can be in Chinese, English, French, German, Italian, Japanese, or Spanish, while articles for the feature topic section can be in English or Chinese.
Submission deadline: March 1, 2023
Deadline extended to March 31, 2023.
Publication date: July 31, 2023
For more information about formatting requirements and formatting details, please see General Submission Guidelines.
Contact:
Editorial Assistant: Scarlett Hung-chen LU
College of Foreign Languages, Fu Jen Catholic University
No. 510 Zhongzheng Road, Xinzhuang District, New Taipei City
24205 Taiwan (R.O.C)
Tel: 02-2905-3808
Fax: 02-2905-2174
Email: fujenstudies@gmail.com
Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, which resulted from the merger of Fu Jen Studies: Literature and Linguistics and Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, is published by the College of Foreign Languages and Literatures (CFLL) at Fu Jen Catholic University. FJJFL welcomes general submissions and submissions for the feature topic. Volumes 1~17 are published once a year in July, and starting from Volume 18, the journal is published twice a year in February and July. The journal is indexed in the Taiwan Citation Index (TCI), and readers can access full-text articles on the FJJFL website and through Airiti Library. The feature topic of volume 20 is “Humanities for the Future: Knowledge Translation and SDGs Talent Development.”
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Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, Volume 20 (FJJFL 2023)
Feature Topic:
Humanities for the Future: Knowledge Translation and SDGs Talent Development
In this era of knowledge economy, global issues and the rapid development of AI technologies affect all aspects of life and call for changes in various industries, creating a major challenge for the humanities labor market as higher education needs to respond to the changes in both teaching and learning. Oudeweetering and Voogt (2018) compiled the concepts of twenty-first century skills proposed by international organizations such as Organization for Economic Cooperation and Development (OECD), the European Union (EU), the U.S. Advance Technology Consulting Service (ATCS), the North Central Regional Education Laboratory (NCREL), and the Partnership for Critical Competencies in the 21st Century (P21), and conducted a survey of approximately 2800 school teachers’ perception of the above-mentioned skills. The results suggest that the following six competences are of cardinal importance: (1) digital literacy, (2) innovative thinking, (3) critical thinking and communication, (4) digital citizenship, (5) self-regulated learning, and (6) (computer-supported) collaborative learning. In other words, to develop future talents and promote social well-being, classroom activities must be designed to enhance students’ digital information literacy, develop their independent and innovative thinking skills, guide their collaboration, communication, participation in voluntary work, and nourish their sense of social responsibility.
In Taiwan, likewise, the Curriculum Guidelines of 12-Year Basic Education (implemented in 2019, hereafter 108 Curriculum), sees the core competencies as the main framework for curriculum development, emphasizes human-centered education, and promotes individualized instructions to help students adapt themselves in their present lives and face future challenges. Aiming at cultivating self-directed lifelong learners with civic responsibility, the 108 Curriculum seeks to guide students to develop the competencies they can use in different fields, instead of being limited to specific subjects. Divided in three aspects–self-directed action, communicative interaction, and social participation (Chen 2017), the nine competencies roughly correspond to the 6 competencies categorized by Oudeweetering and Voogt (2018), with the difference being the 108 Curriculum’s specification of communication media. To follow up on this educational reform of basic education, universities in Taiwan now seek to integrate competence-based learning into subject-specific learning, to continue what has been started by the 108 curriculum: “(1) [igniting] their motivation and passion; (2) [guiding] them to develop interactions with self, others, society, and nature; (3) [helping] them apply learning in practice, experience the meaning of life, develop commitment to a sustained development of society, nature, and culture; and (4) [obtaining] common good” (Chen 2017 2).
The term “knowledge translation,” derived from medical and health sciences, refers to the generation of effective knowledge transfer and facilitation of communication. Wahl et al. (2022) points out an urgent need to bridge the theory-practice gap in health literacy in the post- pandemic world. Health care providers must possess adequate humanistic literacy to understand patients’ social and educational backgrounds, daily habits, attitudes and values in order to be able to effectively provide medication and health knowledge, thereby achieving effective knowledge translation and doctor-patient communication. In the field of humanities, knowledge translation has been developed for many years. Yang, Hung-Jen (2012), for instance, introduced the concept of locality and cultural translation to promote community building and development. In addition, David (2019) introduced a translingual pedagogy approach (the TRANSLATE protocol) to four teachers in monolingual classes in order for them to integrate translingual routines into their own instructional practices and then, through classroom observation, analyzed how pedagogical translation happened as these teachers made locally situated design choices. In the context of the pandemic, furthermore, the rapid advances in digitalization pose a challenge to teachers. They need to pool their knowledge and help students not only made use of technological developments but also develop creativity and transmit knowledge to their target groups in various literature and culture courses.
Sustainable Development Goals (SDGs) are not a new concept, yet have received increasing attention in recent years. In 2004, the International Human Dimensions Programme on Global Environmental Change (IHDP) suggested in its annual report that we should contemplate how to foster social learning and spread the knowledge of social and environmental sustainability within the context of global environmental issues (Chen, 2007). In Taiwan, Academia Sinica established the Center for Sustainability Science in 2015. Researchers from the three divisions of the Academy, the Physical Sciences, Life and Medical Sciences, and Humanity and Social Sciences are encouraged to engage in interdisciplinary collaboration to solve problems related to ecological and environmental changes and their impact on human well-being (CTRC Center for Sustainable Science, n.d.). Fuente (2022) compiled 12 examples that involve content-based learning (CBI) and education for sustainability development (ESD) in language teaching and curriculum design, thereby incorporating the SDGs into foreign language learning. These examples include not merely project-, problem-, and task-based approaches, but also incorporate educational strategies such as field work, debate, and reflective pedagogies aimed at enhancing students' awareness of and engagement with sustainable development issues, as well as constructive suggestions for educators to design curricula.
All the three issues taken together, it is indeed a good time for the humanities to speed up its self- transformation and cross-disciplinary collaboration in order to address the issues of today. Institutional transformation aside, there is also an urgent need to consider how to nurture humanities students with interdisciplinary communication skills such as digital storytelling, data science skills, communication and organizational skills, execution skills, and innovative skills. With global sustainable development in view, we need to enhance students' understanding of global issues, promote meaningful intercultural communication, and encourage them to integrate digital technology, independent thinking, and interdisciplinary cooperation, so that they can solve social problems with creativity and empathy.
“Humanities for the Future: Knowledge Translation and SDGs Talent Development," the feature topic for Volume 20 of FJJFL, welcomes papers by scholars and educators from all universities to examine how, in response to the post-pandemic era, curriculum transformation stimulates the development of 21st century skills and achieves knowledge translation in humanities and SDGs through the lens of foreign languages, translation, literature, and culture. We expect these shared research insights will provide practical solutions that help nurture foreign language talent and create a sustainable society.
Possible issues include but are not limited to:
1. Perspectives, practices, or research on foreign languages, literatures, and cultural knowledge translation
2. Perspectives, practices, or research on foreign languages, literatures, and cultural production
3. Perspectives, practices, or research on sustainability and development of the humanities (with a focus on foreign languages)
4. Perspectives, practices, or research on interdisciplinary interaction between foreign languages and other disciplines
5. Perspectives, practices, or research on digital media and foreign language development and application
In addition to the feature topic, FJJFL Volume 20 (2022) also welcomes general submissions addressing issues related to the teaching of foreign languages, literatures, and cultures. General submissions can be in Chinese, English, French, German, Italian, Japanese, or Spanish, while articles for the feature topic can be in Chinese or English.
Submission deadline: October 30, 2022
Publication date: February 26, 2023
For more information about formatting requirements and formatting details, please see General Submission Guidelines.
Contact:
Editorial Assistant: Scarlett Hung-chen LU
College of Foreign Languages, Fu Jen Catholic University
No. 510 Zhongzheng Road, Xinzhuang District, New Taipei City
24205 Taiwan (R.O.C)
Tel: 02-2905-3808
Fax: 02-2905-2174
Email: fujenstudies@gmail.com
Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, vol. 19 Call for Papers
Deadline extended to April 11, 2022.
For more details: https://reurl.cc/
Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, which resulted from the merger of Fu Jen Studies: Literature and Linguistics and Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, is published by the College of Foreign Languages and Literatures (CFLL) at Fu Jen Catholic University. FJJFL welcomes general submissions and submissions for the feature topic. Volumes 1~17 are published once a year in July, and starting from Volume 18, the journal is published twice a year in February and July. The journal is indexed in the Taiwan Citation Index (TCI), and readers can access full-text articles on the FJJFL website and through Airiti Library. The feature topic of volume 18 is “Teaching Practices in Times of Pandemic.”
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Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, Volume 18 (FJJFL 2022)
Feature Topic: Teaching Practices in Times of Pandemic
In 2020, scholarship from Fu Jen Catholic University (FJCU) was presented on issues relevant to foreign language pedagogies during the Conference on Teaching Practices held by the College of Foreign Languages & Literatures (CFLL) at FJCU, which included six paper presentations and two keynote addresses. This June, the conference was expanded interscholastically to bring together twenty-one papers by professors from sixteen universities. To carry on these efforts made by CFLL faculty and to take part in (re)constructing the discourses of teaching approaches and practices, Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture (FJJFL) invites scholars from all areas to share their fresh, illuminating insights into the field of foreign language pedagogies.
In response to the global outbreak of COVID-19, the feature topic for Volume 17 (2021) of FJJFL is “Love and Dis-ease in Times of Pandemic,” featuring research that reflects on literature and the arts within contexts of pandemics. The COVID-19 pandemic has made clear the critical importance and lasting impact of various global flows. Broadly construed, these complex phenomena of Dàliúxíng (大流行)—a Chinese expression that encompasses any complex phenomena of high prevalence and/or popularity—include commercial cultures, digital communication, Internet 4.0, transdisciplinary collaboration, and viral diseases, to name but a few. Consequently, these ever-changing, ever-expanding degrees and domains of interconnectedness have compelled us to reimagine education. In a world where “Learning Never Stops,” how should we as educators of foreign languages adapt? How might teaching and learning be transformed as we enter a post-COVID world?
Education now takes place over the Internet, and instructors are facing a set of multifaceted challenges. How can educators accommodate curriculum knowledge to online lessons? How do we effectively instill knowledge in students, take notice of their learning, and evaluate learning with the help of online communication tools and software? What are the ramifications of the pandemic on teaching and learning? What changes, clashes, or inspirations can we draw from the present situation? Also, how might we innovate teaching materials and approaches for a post- COVID-19 era? How do different teaching modes (synchronous, asynchronous, and blended teaching) influence both educators and learners? How might we reconceive self-directed learning and lifelong learning? What are our responses and reflections on the field of teaching foreign languages as it is now ushered into a new era?
“Teaching Practices in Times of Pandemic,” the feature topic for Volume 18 of FJJFL, welcomes papers by scholars and educators from all universities to examine these questions and seek viable answers. We expect that these shared research insights and teaching experiences will help to rethink and retool current teaching methods, and in so doing, breathe new life into the future of foreign language teaching.
Possible issues include:
In addition to the feature topic, FJJFL Volume 18 (2022) also welcomes general submissions addressing issues related to the teaching of foreign languages, literatures, and cultures. General submissions can be in Chinese, English, French, German, Italian, Japanese, or Spanish, while articles for the feature topic section can be in English or Chinese.
Submission deadline: October 30, 2021.
Publication date: February 26, 2022
For more information about submission guidelines, please visit For Authors.
Contact:
Editorial Assistant: Alyson Wei-yun, WANG & Scarlett Hung-chen LU
College of Foreign Languages, Fu Jen Catholic University
No. 510 Zhongzheng Road, Xinzhuang District, New Taipei City
24205 Taiwan (R.O.C)
Tel: 02-2905-3808
Fax: 02-2905-2174
Email: fujenstudies@gmail.com
Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture is listed in 2012~2014 Journal of the Humanities and Social Sciences Evaluated Disciplines
Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, Volume 19 Call for Papers
Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, which resulted from the merger of Fu Jen Studies: Literature and Linguistics and Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, is published by the College of Foreign Languages and Literatures (CFLL) at Fu Jen Catholic University. FJJFL welcomes general submissions and submissions for the feature topic. Volumes 1~17 are published once a year in July, and starting from Volume 18, the journal is published twice a year in February and July. The journal is indexed in the Taiwan Citation Index (TCI), and readers can access full-text articles on the FJJFL website and through Airiti Library. The feature topic of volume 19 is “Social Distance and Intercultural Dialogue in Times of Pandemic.”
Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, Volume 19 (FJJFL 2022)
Feature Topic: Social Distance and Intercultural Dialogue in Times of Pandemic
According to a 2020 brief published by the United Nations Educational, Scientific, and Cultural Organization (UNESCO), one critical approach toward assessing the socio-cultural impact of the COVID-19 pandemic is intercultural dialogue. In a world that is evermore characterized by interconnectedness/interdependency, it is vital and urgent that we recognize the importance of cross-cultural and cross-sectoral engagement and collaboration “in order to build sustainable preparedness of all societies for economic crises, global conflicts, natural disasters and pandemics” (UNESCO 12). Intercultural dialogue is a “process undertaken to realize transformative communication that requires space or opportunities for engagement and a diverse group of participants committed to values such as mutual respect, empathy[,] and a willingness to consider different perspectives” (UNESCO 3), a definition that triggers further reflections on potential transformation and value-based engagement that could be animated or effected by intercultural communication, both within the context of a post-COVID world and, by extension, in any situation of Dàliúxíng (大流行)—a Chinese expression that encompasses any complex phenomena of high prevalence and/or popularity.
Specifically, concerning the question of the potential impacts of intercultural communication on the world in a post-COVID era, or conversely, the question of how the pandemic has actually reshaped the roles and practices of intercultural communication in dealing with the challenges and problems both shared and confronted by different societies, sociocultural groups, and the global community at large, there are a diversity of issues to address and tackle in various disciplines. For instance, it is worthwhile to look into ❶ how a cross-cultural perspective, especially one that values mutuality, inclusiveness, solidarity, and social justice, might serve to articulate and illuminate investigations into cultural texts on crucial social and cultural-political problems of existing social gaps and distances such as racism, xenophobia, inequality, gender dis/empowerment, and other forms of victimization, deprivation, and marginalization. ❷ Moreover, equally worthy of more thorough (re)thinking is the significant readjustment of means and platforms pertaining to interpersonal, international, and intercultural communication as a result of isolation, social distancing, and immobility. It is intriguing to contemplate, for example, how new meanings of interculturality are emerging from such readjustment in response to the pandemic. ❸ Aside from examining social distancing and intercultural communication, we might also ask how other forms of interconnectedness have been modified or redefined. One of the most conspicuous examples of this alteration is seen in distance learning, which has not only affected more than a billion students worldwide but is also inspiring creative pedagogical patterns, strategies, and also theories recalibrated for this new era of teaching and learning. Also intriguing is how literary and cultural embodiments of human connectedness vs. disconnection since the beginning of globalization can shed light on the present situation.
UNESCO (2020) concludes, in part, that “the emerging post COVID-19 world will be shaped by new dynamics and complex realities immersed in virtual inter-connectivity and driven by cross-sectoral engagements” (15). To this end, we invite contributions that pursue relevant reflections on intercultural communication, social distance vs. human interconnectedness, and on issues as addressed and recommended (but not exclusively) above. Research from the fields of linguistics, literature, culture, or translation, as well as those from a diversity of perspectives, are all cordially welcomed.
In addition to the feature topic, FJJFL Volume 19 (2022) also welcomes general submissions addressing issues related to the teaching of foreign languages, literatures, and cultures. General submissions can be in Chinese, English, French, German, Italian, Japanese, or Spanish, while articles for the feature topic section can be in English or Chinese.
Submission deadline: March 1, 2022
Publication date: July 31, 2022
For more information about submission guidelines, please visit For Authors.
Contact:
Editorial Assistant: Alyson Wei-yun, WANG & Scarlett Hung-chen LU
College of Foreign Languages, Fu Jen Catholic University
No. 510 Zhongzheng Road, Xinzhuang District, New Taipei City
24205 Taiwan (R.O.C)
Tel: 02-2905-3808
Fax: 02-2905-2174
Email: fujenstudies@gmail.com
Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, vol. 17 Call for Papers
Feature Topic CFP
Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, which resulted from the merger of Fu Jen Studies: Literature and Linguistics and Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, is published by the College of Foreign Languages and Literatures (CFLL) at Fu Jen Catholic University.
The journal welcomes unpublished papers (including research papers and technical reports) relevant to any aspect of English, French, German, Italian, Japanese, or Spanish literature (including comparative literature), linguistics (including foreign language teaching and translation/interpretation), or culture. Fu Jen Journal of Foreign Languages (FJJFL) is published once a year in July, in addition to special issues on a non-regular basis. The journal is indexed in the Taiwan Citation Index (TCI), and readers can access full-text articles on the FJJFL website and through Airiti Library.
FJJFL Volume 17 (2021) welcomes general submissions (written in Chinese, English, French, German, Italian, Japanese, or Spanish) and submissions for the feature topic (written in English or Chinese). The feature topic is “Love and Dis-ease in Times of Pandemic.”
Fu Jen Journal of Foreign Languages: Linguistics, Literature, and Culture, vol. 17 (FJJFL 2021)
Call for Papers, Feature Topic:
Love and Dis-ease in Times of Pandemic
The current coronavirus pandemic is not only upending public health and economics on a global scale; it is also disrupting society, politics, and culture in profound but uncertain ways. The close contacts that customarily bind and mend human lives are suddenly conduits of disease and fear. The physical and psychological ruptures resulting from lockdowns and social distancing are intensified by ideological divides concerning these very policies as well as stark racial and economic disparities in rates of illness and death. At the same time, countless people have risked and even sacrificed their lives to treat the infected and provide essential services to their communities. Social relationships, education, and culture are reinventing themselves online, while passionate protests for human rights and racial equality are raising hopes for permanent structural change.
As the long-term effects of these upheavals continue to unfold globally, literature and the arts can offer context and guidance for engaging with this present time of pandemic. Boccaccio’s Decameron, Defoe’s A Journal of the Plague Year, Mann’s Death in Venice, Camus’s The Plague, and García Márquez’s Love in the Time of Cholera are among the landmarks in a Western literary field broadly agitated by the fear of invisible contagion. “Shakespeare lived his entire life in the shadow of the bubonic plague,” Stephen Greenblatt has recently observed, citing its recurrent presence in the plays,1 and the masterful theatrical response to pandemic in our own time is Tony Kushner’s AIDS-era drama Angels in America. Philosophical reflections on epidemics have occupied thinkers from Lucretius to Susan Sontag. In the visual arts, while some works have answered pandemics with memento mori (the Danse Macabre genre, Bruegel’s The Triumph of Death), others like Tintoretto’s Saint Roch Cures the Plague Victims and the AIDS Memorial Quilt have delivered comfort and healing. Among all media, film has produced perhaps the most graphic images of global contagion in works such as The Seventh Seal, The Invasion of the Body Snatchers, The Andromeda Strain, Contagion, and many more.
Reflecting on literature and the arts in the context of pandemics raises timely questions. What roles have literature and the arts played during pandemics, and how have they imagined worlds of contagion and disease within their generic borders? What do creative or theoretical works reveal about the risks of social division and the countercurrents of human connection, or even love, in the midst of infectious diseases? How do literature and culture connect love and dis-ease, or oppose one to the other, in times of pandemic? Metaphorically, how do tropes of viral contagion reflect on other states of dis-ease, whether social, political, or ethical (e.g., racism, violence, destructive online content)? In the Anthropocene, is human civilization itself a kind of virus, of which literal pandemics are but one manifestation, and if so, how should we reconceive our relationships to the environment and to one another?
This feature topic section seeks articles that explore the social, political, cultural, and intellectual ramifications of pandemics and contagion as reflected in literary and artistic works of any genre or medium and in any culture or historical period. Possible issues to explore include:
Pandemics and the literary imagination
Love and solidarity in the context of pandemics
Psychological and emotional dis-ease in the context of pandemics
Conjunctions and disjunctions across social distance
Representations of contagion or other “invisible enemies”
Pandemics as metaphors
Pandemics, ethics, and religious thought
Pandemics and the global imaginary
Infection, possession, invasion
Pandemics and colonialism
Contagion, futurity, and (post-)humanism
Articles for the feature topic section should be written in English or Chinese. Submission deadline: 2021/03/01. Please refer to the FJJFL website for details on submission requirements.
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1 Stephen Greenblatt, “What Shakespeare Actually Wrote about the Plague.” The New Yorker, 7 May 2020, www.newyorker.com/culture/cultural-comment/what-shakespeare-actually-wrote-about-the-plague.
