Journal of Linguistic, Literary and Cultural Studies

Sommaire

2026-08-01T19:26:37+00:00

Preface

2026-07-25T18:10:45+00:00

It is with great pride and a profound sense of purpose that we present the inaugural issue of our journal. The launch of Volume 1, Issue 1, marks a significant milestone in our journey toward fostering a vibrant community of scholars dedicated to the highest standards of intellectual inquiry. Our commitment to excellence is at the heart of this endeavor, as we strive to provide a rigorous platform for research that advances our understanding of the human experience through the lenses of linguistic, literary, and cultural studies.

This first issue brings together a diverse collection of papers that exemplify the depth and breadth of our field. To guide our readers through this inaugural collection, we have organized the contributions into two thematic pillars that define the scope of our journal.

Writing with one hand or several hands: the case of collaboration between artificial intelligence and the human brain

2026-08-01T07:04:31+00:00

This article examines the evolving relationship between human creativity and artificial intelligence (AI) in literary production, challenging the enduring myth of the solitary author. Drawing on a qualitative literature review and contemporary case studies, it situates AI-assisted writing within a long historical continuum of collaborative practices, from oral traditions and medieval anonymity to nineteenth-century co-authorship and constrained writing movements such as Oulipo. The study identifies key models of collaboration—sequential, horizontal, stratified, and reactive—and demonstrates how these frameworks illuminate current human–machine interactions. It further analyses the diverse applications of AI in poetry, prose, scriptwriting, stylistic adaptation, and publishing workflows, highlighting both efficiencies and creative possibilities. At the same time, the article critically addresses tensions surrounding originality, authorship, copyright, and ethical responsibility, as well as the risks of homogenisation and market-driven content production. Through real-world examples of hybrid writing practices, the paper argues that AI functions less as a replacement for human authors than as a catalyst for creative amplification. Ultimately, it advocates for a balanced model of co-creation grounded in human oversight, cultural sensitivity, and the development of AI literacy, positioning human–machine collaboration as a transformative but historically rooted paradigm in literary evolution.

Inter-marginality as a Play Space: A Reading of Octavia Butler Kindred

2026-01-05T12:31:05+00:00

The trope of time travel in Octavia Butler’s Kindred (1979) has elicited various readings and sparked debate as to whether the novel is to be associated with science fiction. Modeled on 19^th century slave narratives, Kindred revisits American slavery through its Afro-American protagonist Dana Franklin’s arcane sporadic trips back to the antebellum era. Building on cultural critic bell hooks’ view of the margin as “a space of radical openness”, this paper investigates the protagonist’s states of marginality in 1967 California where she is, at least legally, free and in antebellum Maryland where she is a slave or forced to assume the identity of a slave. The paper also combines insight from philosophical hermeneutics and reception theory to read the protagonist’s sporadic trips between the present and the past as a vacillatory play movement between two states of marginality, which transcends the margin into a space of resistance fit for protean identity construction. Kindred is thus approached as a narrative that stages inter-marginality as a site for play where historical memory, subjectivity and resistance are continuously negotiated.

Keywords: time travel, marginality, slavery, play, space, understanding, history

GenAI-Mediated Trans(languaging/position) in the L2 Landscape

2026-04-05T13:47:04+00:00

This paper explores the conceptual transformation of second language education through the intersection of translanguaging and transposition within the context of the generative artificial intelligence era. By moving beyond traditional linguistic compartmentalization, the study describes a fluid pedagogical paradigm where learners utilize their entire linguistic and semiotic repertoires as dynamic resources for meaning-making. The paper details how the affordances of generative tools, including large language models and multimodal content generators, act as cognitive prostheses that facilitate the seamless movement of meaning across various communicative modes. These technological advancements necessitate an expanded instructional repertoire that emphasizes multimodal exploration, human-machine collaboration, and the development of comprehensive digital literacies. Furthermore, the paper highlights the requirement for revolutionary assessment protocols that prioritize semiotic awareness and critical discernment over rote linguistic proficiency. The contribution concludes that a balanced synergy between human intuition and artificial intelligence provides a transformative framework for fostering linguistic pluralism and social justice in an increasingly complex and interconnected digital landscape.

Exploring EFL Students’ and Teachers’ Perspectives on the Contribution of Role Play to Oral Language Development

2026-07-31T12:09:03+00:00

This study explores EFL students’ and teachers’ perspectives on the contribution of role play to oral language development at the Department of English, Abbes Laghrour University. A mixed-methods approach was adopted, combining quantitative data from a questionnaire administered to 30 EFL students across first to third-year levels enrolled in the Oral Expression module, and qualitative data from semi-structured interviews with five teachers. The study aims to examine how role play is perceived as a pedagogical tool in enhancing speaking skills and fostering active participation in oral classes. Findings indicate that both students and teachers recognize role play as an effective strategy for improving fluency, confidence, and communicative competence. The study highlights the potential of role play activities to create interactive and authentic language learning experiences and provides recommendations for integrating role play more systematically into EFL oral curricula.

Vocabulary Challenges in Understanding English Scientific Texts: The Case of Algerian Science Doctorate Students

2026-04-01T17:45:26+00:00

English has been established as the lingua franca in many fields, particularly in science, technology, and business, with the vast majority of scholarly papers in these fields published in English. For non-native speakers, such as Algerian science students, engaging with such texts (related to their field and published in English) lead to confronting several challenges. Reading, analysing, and extracting information are often hindered by difficulties in understanding specialised vocabulary, where standard dictionaries cannot always provide the required assistance with words’ meaning and use. This study investigates the specific challenges faced by Algerian science doctorate students when dealing with scientific texts in English, focusing on vocabulary categories within English for Science and Technology (EST). Using a mixed-methods approach including a questionnaire and two tests (pre-test and post-test) conducted with ten doctorate students at Fréres Mentouri University, Constantine 1, the study identifies the most problematic word category for these students. Findings reveal that while students recognise the significant role of English for their academic and professional development, they struggle significantly with semi-technical vocabulary—words that general in meaning but specific in use especially in scientific contexts. This difficulty limits their ability to accurately understand and study scientific texts. The study confirms that direct learning of vocabulary categorisation significantly enhances comprehension and should be encouraged in EST pedagogy.