Journal Guide

Language Assessment Quarterly: An International Journal (LAQ) is dedicated to the advancement of theory, research, and practice in first, second, and foreign language assessment for school, college, and university students; for employment; and for immigration and citizenship. LAQ publishes original articles addressing theoretical issues, empirical research, and professional standards and ethics related to language assessment, as well as interdisciplinary articles on related topics, and reports of language test development and testing practice. All articles are peer-reviewed. The journal is directed to an international audience. Examples of topic areas appropriate for LAQ include: assessment from around the world at all instructional levels including specific purposes; assessment for immigration and citizenship and other 8216;gate-keeping' contexts; issues of validity, reliability, fairness, access, accommodations, administration, and legal remedies; assessment in culturally and/or linguistically diverse populations; professional standards and ethical practices for assessment professionals; interdisciplinary interfaces between language assessment and learning; issues related to technology and computer-based assessment; innovative and practical methods and techniques in developing assessment instruments; * recent trends in analysis of performance; and issues of social-political and socio-economic concern to assessment professionals.Peer Review: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous blind review by at least by two referees.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Language Awareness encourages and disseminates work which explores the following: the role of explicit knowledge about language in the process of language learning; the role that such explicit knowledge about language plays in language teaching and how such knowledge can best be mediated by teachers; the role of explicit knowledge about language in language use: e.g. sensitivity to bias in language, manipulative aspects of language, literary use of language. It is also a goal of Language Awareness to encourage the establishment of bridges between the language sciences and other disciplines within or outside educational contexts.Language Awareness is an international forum for the reporting and critical discussion of language awareness research and practice, and for the building and development of relevant theory. The journal is open to contributions from a broad range of research approaches: qualitative and quantitative, established and innovative. It welcomes work dealing with a wide variety of languages and international contexts.The journal operates with a broad definition of language awareness. It embraces critical perspectives and consciousness-raising, extends to literary awareness, and integrates awareness of other (i.e. non-linguistic) areas of human communication. As a general guide, papers tend typically, but not exclusively, to fall within the following areas:Exploration of the means to develop one's language awareness and evaluation of the benefits to be derived from so doing, whether through metalinguistic introspection and reflection or through mediated explicit knowledge about language and conscious understanding of how languages work, of how people acquire, learn and teach languages, how they use them and are influenced by them. Investigation and critical understanding of the beliefs and attitudes about language, and the effects these have on language use, learning, and teaching, and their effects on the conduct of people's everyday lives and their interpersonal and intergroup relations. Papers may consider aspects of language awareness across the lifespan, from earliest development in children through to the elderly. They may focus on a wide range of contexts, including all levels and types of educational and training settings, all types of communication-sensitive professional fields (e.g. law, health, counselling, politics, marketing), as well as communication in wider communities and cultural settings, and relating to salient social issues such as ageism, racism and sexism. Contributors should not feel restricted by existing disciplinary boundaries, especially where their work seeks to build innovative and symbiotic bridges between language and communication sciences and other disciplines within or outside the educational context.Refereeing proceduresThe journal invites submissions of the highest academic and professional quality. Papers are peer reviewed anonymously by a minimum of two experts.DisclaimerTaylor & Francis makes every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes an annual supplement - a volume from the Best of Language Learning Series or the Language Learning Monograph Series- as well as a biennial monograph- the Language Learning-Max Planck Institute Cognitive Neurosciences Series.

Language Learning and Development (LL&D) serves as a vehicle for interaction among the broad community of scholars and practitioners who investigate language learning, including language learning in infancy, childhood, and across the lifespan; language in both typical and atypical populations and in both native- and second-language learning. LL&D welcomes scholars who pursue diverse approaches to understanding all aspects of language acquisition, including biological, social, and cross-cultural influences, and who employ experimental, observational, ethnographic, comparative, neuroscientific, and formal methods of investigation.The journal is multidisciplinary and seeks to examine language development in all of its many guises. Among the many issues LL&D explores are biological versus environmental factors in language development; learning in humans versus animals; learning of signed versus spoken language; computer models of learning; and how neurotechnology and visualization of the brain inform our understanding of language learning and development.Please email your paper as an attachment (PDF or Word file) to: lld@uchicago.eduRELATED LINKSBooks: Developmental Psychology or Psycholinguistics Conferences: Developmental Psychology or PsycholinguisticsJoin our mailing list: Developmental Psychology or Psycholinguistics Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and refereeing by at least two, and usually three, anonymous referees. The average length of time between submission and final decision is less than ninety days.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Read free Language & Linguistics articles in the Routledge AAAL Collection. Find out more. In essence our purpose is to provide a journal of international standing with a unique African flavour which focuses on multilingualism in Africa. Although our general focus remains on multilingualism and related issues, we plan to focus on a different special theme annually. These themes may embrace a wide spectrum of language matters of current relevance in Southern Africa.We also endorse a multidisciplinary approach to the study of language and welcome contributions not only from sociolinguists, psycholinguists and the like, but also from educationalists, language practitioners, computer analysts and engineers: anyone who has a genuine interest in and contribution to the study of language.We hope to contribute to the language debate on all African languages and regard sub-Saharan Africa as our specific domain.Editorial Policy:Language Matters seeks to promote the dissemination of ideas, points of view, teaching strategies and research on different aspects of all the languages of southern Africa. Our primary focus is on issues related to multilingualism in the southern African context. We aim to provide a forum for discussion on the whole spectrum of language usage and debate in Africa.Two issues of Language Matters are published per year, one of which is a special thematic edition under a guest editor who is an expert in the particular field and the other is of a more general nature.All contributions are critically reviewed by at least two referees. This journal is accredited with the South African Department of Education.DisclaimerUnisa Press and Taylor & Francis make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Unisa Press, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not necessarily the views of the Editor, Unisa Press and Taylor & Francis.

Language Policy contributes to the growth of the field by publishing high-quality studies that help build a sound theoretical understanding of the subject area. It presents papers that deal with the widest range of cases, situations and regions. This journal covers both language policy and educational policy. It presents policies concerning the status and form of languages as well as acquisition policies pertaining to the teaching and learning of languages. It contains detailed accounts of promoting and managing language policy and research papers on the development, implementation and effects of language policy in all regions of the world and under different conditions. The journal also includes empirical studies that contribute to a theory of language policy. In addition, Language Policy examines policy development by governments and governmental agencies, non-governmental organizations and business enterprises as well as attempts made by ethnic, religious and minority groups to establish, resist, or modify

Language Resources and Evaluation is the first publication devoted to the acquisition, creation, annotation, and use of language resources, together with methods for evaluation of resources, technologies, and applications. Language resources include language data and descriptions in machine readable form used to assist and augment language processing applications, such as written or spoken corpora and lexica, multimodal resources, grammars, terminology or domain specific databases and dictionaries, ontologies, multimedia databases, etc., as well as basic software tools for their acquisition, preparation, annotation, management, customization, and use. Evaluation of language resources concerns assessing the state-of-the-art for a given technology, comparing different approaches to a given problem, assessing the availability of resources and technologies for a given application, benchmarking, and assessing system usability and user satisfaction. NEW IN 2009: indexed in the ISI / Science Citation Index

Language Sciences is a forum for debate, conducted so as to be of interest to the widest possible audience, on conceptual and theoretical issues in the various branches of general linguistics. The journal is also concerned with bringing to linguists' attention current thinking about language within disciplines other than linguistics itself; relevant contributions from anthropologists, philosophers, psychologists and sociologists, among others, will be warmly received. In addition, the Editor is particularly keen to encourage the submission of essays on topics in the history and philosophy of language studies, and review articles discussing the import of significant recent works on language and linguistics.Benefits to authorsWe also provide many author benefits, such as free PDFs, a liberal copyright policy, special discounts on Elsevier publications and much more. Please click here for more information on our author services.Please see our Guide for Authors for information on article submission. If you require any further information or help, please visit our support pages: http://support.elsevier.com

Language Teaching Research (LTR) supports and develops investigation and research within the area of second or foreign language teaching. Research of both a quantitative and qualitative (including ethnographic) orientation is of interest to the journal, which as a matter of policy publishes work related to the teaching of any second language, not just English. A wide range of topics in the area of language teaching is covered, including: programme; syllabus; materials design; methodology; the teaching of specific skills and language for specific purposes.

Language Testing is a fully peer-reviewed, international, quarterly journal that publishes original research and review articles on language testing and assessment. It provides a forum for the exchange of ideas and information between people working in the fields of first and second language testing and assessment. This includes researchers and practitioners in EFL and ESL testing, and assessment in child language acquisition and language pathology. In addition, special attention is focused on issues of testing theory, experimental investigations, and the following up of practical implications.

This journal is unique in that it provides a forum devoted to the interdisciplinary study of language and communication. The investigation of language and its communicational functions is treated as a concern shared in common by those working in applied linguistics, child development, cultural studies, discourse analysis, intellectual history, legal studies, language evolution, linguistic anthropology, linguistics, philosophy, the politics of language, pragmatics, psychology, rhetoric, semiotics, and sociolinguistics.The journal invites contributions which explore the implications of current research for establishing common theoretical frameworks within which findings from different areas of study may be accommodated and interrelated. By focusing attention on the many ways in which language is integrated with other forms of communicational activity and interactional behaviour, it is intended to encourage approaches to the study of language and communication which are not restricted by existing disciplinary boundaries.Benefits to authorsWe also provide many author benefits, such as free PDFs, a liberal copyright policy, special discounts on Elsevier publications and much more. Please click here for more information on our author services.Please see our Guide for Authors for information on article submission. If you require any further information or help, please visit our support pages: http://support.elsevier.com

Language & Education provides a forum for the discussion of recent topics and issues in the language disciplines which have an immediate bearing upon thought and practice in education. Articles draw from their subject matter important and well-communicated implications for one or more of the following: curriculum, pedagogy or evaluation in education.The task of the Journal is to encourage language specialists and language in education researchers to organise and present their material in such a way as to highlight its educational implications, thereby influencing educational theorists and practitioners and therefore educational outcomes for individual children.Articles are welcomed concerning all aspects of mother tongue and second language education. The remit of Language in Education, however, does not extend to modern foreign language teaching or English as a foreign language.Refereeing proceduresAll articles are anonymously peer reviewed by a minimum of two experts.