Languaging is deeply committed to promoting diversity, equity, and inclusion in the field of English language education and research. We recognise that language is not only a tool of communication but also a site of identity, access, and empowerment. As such, we aim to create an inclusive scholarly space that values multiple perspectives, pedagogies, and voices, especially those historically under-represented in mainstream academia.

In line with EFLU’s legacy of fostering multilingualism and cultural pluralism, Languaging welcomes contributions from scholars, educators, and practitioners across diverse linguistic, cultural, and regional contexts. We actively encourage submissions from researchers in the Global South, Indigenous and tribal communities, early-career scholars, and those working at the intersection of language and social justice.

Our editorial and peer-review processes are guided by principles of fairness, respect, and support. We strive to make academic publishing more accessible by recognizing the challenges faced by scholars working in under-resourced settings and by being open to a range of methodological and epistemological approaches including those grounded in local knowledge systems and community-based research.

As a journal committed to linguistic equity, we aim to challenge dominant norms in English language scholarship by encouraging work that foregrounds multilingual realities, context-sensitive practices, and critical pedagogy. We believe that diversity in thought, experience, and expression enriches our collective understanding and strengthens the field.

Languaging aims to continue to reflect critically on its own practices to ensure inclusive representation whether in editorial board composition, reviewer engagement, or publication accessibility. We welcome ongoing dialogue and collaboration that advances equity and inclusivity in language education scholarship.