Journal Guide

For nearly a century now, the periodical English Studies has been one of the defining publications in the field of 'English'. Unique in the range and quality of its coverage, it attracts contributions from leading scholars worldwide on the language, literature and culture of the English-speaking world from the Anglo-Saxon period to the present day. The foremost position of English Studies in many of these areas is widely recognized by its international readership. The six or seven articles in each regular issue of the journal are supplemented by 10 to 15 substantial reviews of major new publications. In addition, the Forum section provides a valuable platform for topical discussion. English Studies also publishes at least two special issues per volume, assuring in-depth coverage of carefully selected topics of interest to the global English Studies community. Readers can rely on the journal to offer them scholarship of the highest quality, and to keep them informed of the latest developments in a varied and fast-evolving field. Scholars will find in English Studies a publication outlet with a reputation for excellence, allowing them to reach an audience of peers across the globe. In its editorial policy, this peer-reviewed journal, supported by a board of internationally respected Advisory Editors, combines a healthy respect for tradition with a keen interest in the latest innovative approaches. Peer Review Policy All review papers in this journal have undergone editorial screening and peer review. Disclaimer Taylor & Francis makes every effort to ensure the accuracy of all the information (the 'Content') 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.

English Teaching: Practice and Critique seeks to promote research and theory related to English literacy that is grounded in a range of contexts: classrooms, schools and wider educational constituencies. The journal has as its main focus English teaching in L1 settings. Submissions focused on EFL will be considered only if they have clear pertinence to English literacy in L1 settings. It provides a place where authors from a range of backgrounds can identify matters of common concern and thereby foster broad professional communities and networks. Where possible, English Teaching: Practice and Critique encourages comparative approaches to topics and issues. To view free to access ETPC issues published prior to Emerald acquiring the journal (Vols 1-13), follow this link: https://edlinked.soe.waikato.ac.nz/journal/view.php

English World-Wide has established itself as the leading and most comprehensive journal dealing with varieties of English. The focus is on scholarly discussions of new findings in the dialectology and sociolinguistics of the English-speaking communities (native and second-language speakers), but general problems of sociolinguistics, creolistics, language planning, multilingualism and modern historical sociolinguistics are included if they have a direct bearing on modern varieties of English. Although teaching problems are normally excluded, English World-Wide provides important background information for all those involved in teaching English throughout the world.

English For Specific Purposes is an international peer-reviewed journal that welcomes submissions from across the world. Authors are encouraged to submit articles and research/discussion notes on topics relevant to the teaching and learning of discourse for specific communities: academic, occupational, or otherwise specialized. Topics such as the following may be treated from the perspective of English for specific purposes: second language acquisition in specialized contexts, needs assessment, curriculum development and evaluation, materials preparation, discourse analysis, descriptions of specialized varieties of English, teaching and testing techniques, the effectiveness of various approaches to language learning and language teaching, and the training or retraining of teachers for the teaching of ESP. In addition, the journal welcomes articles and discussions that identify aspects of ESP needing development, areas into which the practice of ESP may be expanded, possible means of cooperation between ESP programs and learners' professional or vocational interests, and implications that findings from related disciplines can have for the profession of ESP. The journal also carries reviews of scholarly books on topics of interest to the profession.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

English in Education, the academic journal of the National Association for the Teaching of English (NATE) publishes papers and articles which report on research related to all aspects of English teaching both from within the United Kingdom and from other nations, where English language and literature are part of the school and Higher Education curriculum. NATE is an active part of the International Federation for the Teaching of English (IFTE) and its journal seeks to share the knowledge and expertise of English teachers throughout the world. To this end, it provides an international forum for the work of researchers, practitioners, advisers and consultants who are engaged in questioning both practice and policy related to the curriculum and in particular it promotes dynamic and progressive approaches to teaching. The work of the Journal is overseen by the Academic review Board which ensures fair reviewing of all submissions through anonymous refereeing. The Journal invites the submission of papers produced within a research paradigm which report on dynamic and interactive pedagogies and which interrogate contemporary responses to the changing nature of communication in all its forms, including drama, digital and media literacy, as well as all aspects of both language and literature. Guest editors are engaged for Special Issues to focus on a particular theme or contemporary policy question. The journal is published by Wiley-Blackwell for the National Association which represents teachers of English within the four countries of the United Kingdom and supports international teachers of English. It has a wide readership in Britain, Canada, Australia and the USA. As well as books and pamphlets, the Association also publishes the professional journal, English Drama Media (EDM) and the magazine, NATE Classroom.

EJES presents work of the highest quality in English literature, linguistics and cultural studies from the multidisciplinary and multicultural perspective that characterises the study of English in Europe. The aim of the journal is to publish substantial scholarly and critical interventions in a fast-developing field and thereby itself to influence the agenda in its disciplines. A research journal, written by and for specialists from all parts of the disciplinary spectrum of English Studies in Europe and beyond, EJES is also addressed to academics interested in the dialogical and plurivocal development of their subject and are interested in innovative work outside their own area of expertise. To this end, it also offers non-specialists examples of recent approaches and new ways of conceiving and engaging the field of English studies. The journal places a high premium on readability, discussion of controversial issues, and the inclusion of a wide range of disciplinary, cultural and theoretical perspectives. EJES appears three times a year. Individual issues are devoted to specific themes, proposed by guest editors, and designed to attract cutting-edge research from across and between the disciplines that make up English Studies in Europe and beyond. A substantial book review section keeps readers informed about new publications in the field, particularly where these challenge existing assumptions or offer to make a difference to the practice of the discipline. 'The cause is Europe . . . The cause is also English Studies in the broadest sense of that term . . . Moreover, the cause is debate.' (Editorial, EJES 1.1) Disclaimer Taylor & Francis makes every effort to ensure the accuracy of all the information (the 'Content') 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.