This is a collaborative project with the Linguistic Risk-Taking Initiative led by Prof. Dr. Nikolay Slavkov at the Official Languages and Bilingualism Institute of the University of Ottawa, Canada. For more details about the original version of the Linguistic Risk-Taking Passport, please click here.

What is Linguistic Risk-Taking (LRT)?

A linguistic risk is an authentic, autonomous communicative act where learners are pushed out of their linguistic and cultural comfort zone through using the target language (Slavkov and Séror, 2019, 254; Griffiths & Slavkov, 2021, p. 129; Slavkov, 2023, 35). Linguistic Risk-Taking (LRT) refers to encouraging learners to step beyond their comfort zones and use a target language in challenging communicative situations (i.e., situations in which they would normally hesitate or avoid using the language they are learning). Such experiences can lead to growth, overcoming anxiety and discovering enjoyment and a sense of accomplishment in language learning. Engaging in LRT is vital. It can foster greater competence and confidence in the target language, increase exposure, and provide more practice opportunities (Slavkov & Séror, 2019, p. 259-260; Griffiths & Slavkov, 2021, p. 128-129, 132). LRT can function as an awareness-raising and managing tool for both practice opportunities and emotions in language learning (Slavkov, 2023, 38-39, 52). Linguistic risks can arise in both first and additional languages and across all four language skills – reading, writing, speaking, listening. LRT supplements language instruction through language use beyond the classroom walls (Slavkov & Séror, 2019, p. 257; Slavkov, 2023, 34-35, 37; Schick & Rohde, 2025). 

Pedagogical implications for LRT originated at the University of Ottawa with the creation of the ‘Linguistic Risk-Taking Passport’ and the ‘Linguistic Risk’ app, essential language learning tools within the LRT initiative on its bilingual campus (uOttawa; Slavkov & Séror, 2019; Slavkov, 2023, 52). 

LRT project at the University of Cologne

The role of LRT in teacher among teacher trainees is underexplored. Our project currently focuses on university students preparing for careers as language educators (Natascha Mizelle, Kim Schick, Andreas Rohde, Aline Willems) as well as special educational needs teachers (Kim Schick, Andreas Rohde, Stephanie Riehemann, Melanie Eberhardt-Juchem). The goal is to raise awareness of LRT’s value among educators, who are uniquely positioned to shape LRT in their future classrooms. Our project aims to adapt and expand the Canadian LRT initiative for use in language teacher education contexts by customizing the LRT passport and app and developing accompanying pedagogical guidance to support the LRT experience.

What has happened so far?

> We are excited to launch our prototype version of the Linguistic Risk-Taking passport for future English educators
> Our research team attended CCCERBAL conference in Ottawa in May 2025 to report on the current stage of our research
> Our project received initial funding from the faculty of arts and humanities of the University of Cologne (2025)
> Publication of the following pilot study: 
Schick, K., & Rohde, A. (2025). Linguistic risk-taking in inclusive contexts: The case of Developmental Language Disorder (DLD). Cahiers de l’ILOB/ OLBI Journal, 14, 251–275. https://doi.org/10.18192/olbij.v14i1.6938

References

Griffiths, E., & Slavkov, N. (2021). Linguistic Risk-Taking: A Bridge Between the Classroom and the Outside World. Canadian Journal of Applied Linguistics, 24(2), 127–158. https://doi.org/10.37213/cjal.2021.31308

Schick, K., & Rohde, A. (2025). Linguistic risk-taking in inclusive contexts: The case of Developmental Language Disorder (DLD). Cahiers de l’ILOB/ OLBI Journal, 14, 251–275. https://doi.org/10.18192/olbij.v14i1.6938

Slavkov, N., & Séror, J. (2019). The development of the linguistic risk-taking initiative at a bilingual post-secondary institution in Canada. Canadian Modern Language Review, 75(3), 254–271. https://doi.org/10.3138/cmlr.2018-0202

Slavkov, N. (2023). Linguistic Risk-Taking: A New Pedagogical Approach and a Research Program. Canadian Journal of Applied Linguistics, 26(2), 32-59. https://doi.org/10.37213/cjal.2023.33038

uOttawa – linguistic risk-taking initiative: https://www.uottawa.ca/about-us/official-languages-bilingualism-institute/ccerbal/research-groups/linguistic-risk