Journal Guide

Language Learning Journal (LLJ) provides a forum for scholarly contributions on current aspects of foreign language and teaching. LLJ is an international, peer-reviewed journal that is intended for an international readership, including foreign language teachers, language teacher educators, researchers and policy makers. Contributions, in English, tend to assume a certain range of target languages. These are usually, but not exclusively, the languages of mainland Europe and 8216;Community Languages'; other languages, including English as a foreign language, may also be appropriate, where the discussion is sufficiently generalisable. The following are key areas of interest: Relationships between policy, theory and practice Pedagogical practices in classrooms and less formal settings Foreign language learning/teaching in all phases, from early learners to higher and adult education Policy and practice in the UK and other countries Classroom practice in all its aspects Classroom-based research Methodological questions in teaching and research Multilingualism and multiculturalism New technologies and foreign languages LLJ is the official journal of the Association for Language Learning.Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis and the Association for Language Learning makes every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and the Association for Language Learning 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 and the Association for Language Learning.

Disability and Rehabilitation: Assistive Technology along with Disability and Rehabilitation seek to encourage a better understanding of all aspects of disability and to promote rehabilitation science, practice and policy aspects of the rehabilitation process. Taken together, both journals represent an important forum for the dissemination and exchange of ideas amongst global health practitioners and researchers. 

The mission of Disability and Rehabilitation: Assistive Technology is to advance the practice and science of interdisciplinary and integrative assistive technology service delivery and product design internationally so that persons with disabilities, chronic illnesses, and challenges to the performance of activities and participation in life roles, achieve enhanced functioning and life quality. 

Assistive technology focuses on both equipping individuals with the most appropriate technologies and also removing barriers to functioning that exist in the environment.  Topics range from everyday/mainstream to specialized devices, and include: exoskeltons and robotics; smart homes; information and communication technologies and computerized systems; ergonomics; universal design; ambient assistive technology; telerehabilitation; job and environmental accommodations; and methods of service delivery.  

Disability and Rehabilitation: Assistive Technology is an international and multidisciplinary journal, published six times a year. The Journal publishes review articles and original research on assistive technology devices, services, user experiences, education and training, and policies. The journal also publishes supplements, special issues and special sections. Because the field is broad, submissions include experimental investigations, survey research, case studies, systematic reviews and product development and testing. Theoretical and conceptual papers and the discussion of professional issues and international/national policies and standards are also published.

Subscribers to Disability and Rehabilitation receive Disability and Rehabilitation: Assistive Technology as part of their subscription, totaling 32 issues per year.

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International, comparative and multidisciplinary in scope, Educational Research and Evaluation (ERE) publishes original, peer-reviewed academic articles dealing with research on issues of worldwide relevance in educational practice. The aim of the journal is to increase understanding of learning in pre-primary, primary, high school, college, university and adult education, and to contribute to the improvement of educational processes and outcomes. The journal seeks to promote cross-national and international comparative educational research by publishing findings relevant to the scholarly community, as well as to practitioners and others interested in education. The scope of the journal is deliberately broad in terms of both topics covered and disciplinary perspective. Articles about student-level issues are as welcome as discussions of classroom-, school-, or country-level issues, or of the interrelations between these levels. Papers may address fundamental studies as well as evaluation studies, provided that they pertain to matters of worldwide relevance, and that they link research and educational practice.The journal is also eclectic in its methodological approach. A wide range of quantitative and qualitative methods, and the combination of quantitative and qualitative methods, are strongly encouraged. The journal also invites review articles, meta-analyses, and position papers. The journal has a strong record of publishing special issues. The editor welcomes suggestions for issues dedicated to a particular theme. Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.Disclaimer for Scientific, Technical and Social Science publications: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.