Vocabulary Learning and Instruction (VLI) is an open-access international journal that provides a peer-reviewed forum for original research related to vocabulary acquisition, instruction and assessment. Submissions are encouraged from researchers and practitioners in both first language and EFL and ESL contexts. The journal is published biannually online in the growing tradition of open-access peer-reviewed research.
All submissions are subject to double-blind peer review. Editors review manuscripts to ensure basic requirements are met, and that the work is of sufficient quality to merit external review. All manuscripts must be in APA format throughout (including all citations and references).
Technology in Language Teaching & Learning is a peer-reviewed open access international journal, publishing original articles three times per year. The journal accepts articles focusing on all areas of language teaching and/or learning through technology, and research reporting on computer- and mobile-assisted language learning and cultural or intercultural learning, as well as policies, theories and methods of technology integration into language education and other similar or relevant research will be accepted for review.
The Australian Journal of Applied Linguistics (ISSN 2209-0959) is a peer-reviewed international open access journal focussing on all areas of applied linguistics including natural and instructed second language acquisition, pragmatics, language learner identity, code-switching, translanguaging, language teaching methods, language change, language policy, language teacher education, approaches to language teaching and learning, the use of technology in language teaching and learning, theories of second language acquisition, cognitive and social aspects of language learning, and other relevant areas of research.
Manuscripts considered for publication will be double blind reviewed for their presentation and analysis of new empirical data using appropriate research methods, development of theories relevant to language learning and teaching, development or refinement of language learning pedagogies, and discussion papers relevant to teachers and learners of languages at all levels. All manuscripts must be in APA format throughout (including all citations and references).
- A clear and specific title
- The category you intend to the article to fit in
- An email address for correspondence to be published with the article
- All graphics as separate JPG or GIF files, in grayscale or black and white, at a resolution of at least 300 dpi
- A biodata of up to 50 words per author
- An abstract of around 250 words in length
- The preferred academic or professional affiliation with the names of each author
Regular articles are expected to be 6000-8000 words in length (excluding references and appendixes), and are expected to include original research based on solid methodology and sufficient background research. Note that all submissions to the journal must be original work that has not been published elsewhere. If we find that an article has been published previously elsewhere before being published in the Australian Journal of Applied Linguistics without permission from both the editors of both the Australian Journal of Applied Linguistics and the previous publication, the offending author(s) may be responsible for re-printing and re-distribution costs of that issue of the journal.
Pricing of publication is in line with policies laid out by Castledown Publishers, and are to be made only if a manuscript has been accepted for publication (http://castledownpublishers.com/journals/).
Language Education and Assessment is a peer-reviewed international journal that provides full open access to its contents and aims to publish original manuscripts in the fields of second/foreign language (L2) education and language assessment. This journal purports to offer a forum for those involved in these fields to showcase their works addressing such topics as L2 teaching theories and methods, innovations in L2 teaching, culture in L2 teaching and learning, individual differences in L2 learning, validity issues in assessing language proficiency, standardized language proficiency tests, classroom-based language assessment, computerized and computer-adaptive language testing, alternative language assessment, alignment of language instruction and assessment, and other relevant areas of inquiry.
The JALT CALL Journal is an international refereed journal published from April, 2005. The Journal is committed to excellence in research in all areas within the field of Computer Assisted Language Learning, while at the same time offering teaching ideas and suggestions from teachers' personal experiences. The JALT CALL Journal is published three times a year: April, August and December.
Intercultural Communication Education (ISSN 2209-1041) is an innovative open access journal which aims to make quality scholarship at the intersections of language education and intercultural communication available to a broad international readership. The journal aims to showcase work which tackles the complexities of intercultural interaction and challenges existing theoretical perspectives on the role of language and culture in communication, particularly work which generates implications for the teaching and learning of intercultural communication in educational and professional contexts. The journal also aims to present insightful theoretical and empirical work which deals with the question of how individuals in educational and professional contexts develop intercultural capabilities, and how educational content and pedagogical practices can support such development. We strongly welcome submissions that take an interdisciplinary perspective, including papers that explore intercultural issues through the lens of multilingualism.
Migration and Language Education is an innovative open access journal devoted to research intersecting two different dimensions, namely immigration and language education. When a person migrates, it is particularly difficult to adapt to a host country unless s/he already has acquired its language(s). At the same time, the migrants' linguistic assets have intrinsic relationships with the identities and communication cultures of the migrants and their families. Thus, migration is naturally associated with various aspects of language education. This journal invites new and creative manuscripts that can discuss languages, language acquisition, identity problems, language policy, and social integration that are triggered by migration.