Despite the fact that lexicographers have increasingly been taking more care when it comes to defining socially sensitive terms, we argue that ethnicity terms still remain rather poorly defined. In a number of online monolingual dictionaries we surveyed in this study, we find that ethnicity terms are generally simplistically defined, mostly in terms of geography and citizenship, and argue that such definitions are too reductionist and sometimes even erroneous. We also find that some disparaging ethnicity terms are not labelled as such in some of the dictionaries surveyed. We also present a case study from Montenegro, in which a dictionary of the national academy of sciences was immediately revoked over a few ethnicity and ethnicity-related terms, after a violent outcry from two of Montenegro's ethnic minorities, dissatisfied with how their ethnicities were defined and treated in the dictionary. Based on our survey and the earlier findings from the literature, we recommend that international dictionaries follow a standardised model of defining ethnicities, which would additionally refer to an ethnicity's culture and potentially language, and be as inclusive as possible. We also recommend that editors and lexicographers of national dictionaries pay special attention to how they define the ethnic terms relating to the minorities living in their country or region, following a combination of a standardised and a partly customised approach, which would take into account the specific features of the minorities.

This special journal issue comprises articles in the field of Language for Specific Purposes (LSP), most of which were presented at the Language for Specific Purposes: Trends and Perspectives International Conference held on 17-18 September 2021 in Budva, Montenegro. The conference was organised as part of the Erasmus+ ReFLAME project (Reforming Foreign Languages in Academia in Montenegro). ReFLAME is a CBHE project, the aim of which is to strengthen the capacities of Montenegrin universities to offer modern, market-oriented foreign language education for non-philology students, in response to the growing demand for foreign language skills in most work positions. The project is coordinated by the Faculty of Philology of the University of Montenegro, in partnership with the University of Donja Gorica, and Mediterranean University from Montenegro, and the University for Foreigners of Perugia, the University of Warsaw and the University of Zagreb as EU partners. The LSP conference provided an international forum for sharing experience, knowledge and results related to the theory, methodology and practice of teaching languages for specific purposes. It brought together over 100 researchers and practitioners from various countries who were focused on modern LSP concepts and approaches, establishing links with the needs of both academia and the labour market. The conference participants presented their research results, projects and experience, showing significant advances and demonstrating good practice in different areas of LSP. The current journal issue includes 19 articles that revolve around seven thematic issues related to the LSP field: LSP and Higher Education, LSP and Eteaching and E-learning, ESP Coursebook Design and Materials Development, Corpus-based Research in ESP, the Pragmatic Aspects of LSP discourse, ESP and Literature, and ESP and Translation

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Language for Specific Purposes materials have to be designed in such a way as to meet particular occupational or academic needs of learners (Anthony 10-11) and comply with certain general principles of material design, inter alia to provide a stimulus to learning since “good materials do not teach: they encourage learners to learn.”, and to represent models of correct and appropriate language use (Hutchinson and Waters 107- 108). As the authors of this paper learned in the process of designing materials for teaching English for Political Science and Diplomacy within the ReFLAME project, these materials have to meet another important requirement – they should be up-to-date. The reason for that is the fact that political science students and professionals are immersed in current affairs, since the problems they study are always linked to the latest local, national or global developments. Therefore, an important challenge in the process of designing material for teaching Language for Political Science and Diplomacy is how to ensure that the materials are up-to-date, since they can be linked to current affairs at the time of designing the materials, but these issues might not necessarily remain relevant in the future. This paper presents the techniques and approaches the authors used in their efforts to ensure that, although not necessarily up-to-date, the materials encourage learners to learn and make links to the current affairs of the present time