ERL Journal – Index of Things – International Association & Group for the EDUCATIONAL ROLE OF LANGUAGE

The index refers you to ERL Journal’s realm on four levels:

VOLUMES and their sections

PAPERS and their keywords, reviews and reports

INSERTS – tables (T), graphs (G), figures (F)

NOTIONS falling into Introductions to Volumes and two ERL Strands

Academic English Vol. 2024-1(11)-Paper 1 academic setting Vol. 2022-1(7)-Paper 9 accuracy enhancement Vol. 2020-2(4)-Paper 8 action research Vol. 2020-1(3)-Paper 7 Vol. 2022-1(7)-Paper 8 activity, language ERL Journal’s Scope Minor adaptation Vol. 2019-1(1)-Paper 13 administration perspective Vol. 2019-1(1)-Paper 3 adolescent language learner Vol. 2021-1(5)-Paper 8 adolescents Vol. 2023-1(9)-Paper 6 adult English language learners Vol. 2020-2(4)-Paper 11 advantages and disadvantages of reading with a toy Vol. 2022-2(8)-Paper 9 affective factor Vol. 2023-1(9)-Paper 3 affective filter Vol. 2023-2(10)-Introduction affective impact Vol.2023-2(10)-Paper 3 affective processes Vol. 2023-1(9)-Paper 10 affective side of language learning and use Vol. 2023-1(9) affect, language ERL Journal’s Scope Minor African exploitation Vol. 2024-1(11)-Paper 12 Afrocentric interpretations Vol. 2024-1(11)-Paper 12 age, size of estimated vocabulary by Vol. 2019-1(1)-Paper 10 (T) age, number of words recognised by reading by Vol. 2019-1(1)-Paper 10 (T) agency Vol. 2020-1(3)-Paper 6 agreement Vol. 2020-1(3)-Paper 2 anglicisms Vol. 2023-1(9)-Paper 6 Anglo-American journals Vol. 2020-2(4)-Paper 9 anxiety Vol. 2019-2(2)-Review 13 Vol.2023-2(10)-Paper 9 applicability of English language teaching methods to other subjects Vol. 2020-1(3)-Paper 9 Arab community Vol. 2019-1(1)-Paper 6 Arabic Vol. 2019-1(1)-Paper 6 arbitrariness Vol. 2020-2(4)-Paper 1 artefact elicitation Vol. 2020-2(4)-Paper 11 assessments Vol. 2019-1(1)-Paper 12 asylum application Vol. 2024-1(11)-Paper 12 attitude to English language learning Vol. 2024-1(11)-Paper 4 attitudes Vol. 2024-1(11)-Paper 6 attrition, teacher Vol. 2021-2(6)-Paper 6 Australia Vol. 2019-1(1)-Paper 6 Australian multicultural landscape Vol. 2019-1(1)-Paper 6 authentic video content Vol. 2023-1(9)-Paper 10 author guidelines, examples of Vol. 2020-1(3)-Paper 6 (T) authoring texts vs. readability Vol. 2020-1(3)-Paper 6 autobiographical approach Vol.2023-2(10)-Paper 1 autonomous motivation Vol. 2020-1(3)-Paper 3 (F) awareness and attitudes Vol. 2020-1(3)-Paper 3

balance between negative and positive effects of pandemic Vol. 2021-1(5)-Introduction beliefs Vol. 2019-2(2)-Section III, Vol. 2024-1(11) beliefs about language learning Vol. 2024-1(11)-Paper 11 beliefs and practice Vol. 2024-1(11)-Paper 8 beliefs, language ERL Journal’s Scope Minor belonging and positive relationship Vol. 2020-1(3)-Paper 3 (F) benefits and deficiencies of games Vol. 2019-1(1)-Paper 8 (T) benefits and deficiencies of monologues Vol. 2019-1(1)-Paper 8 (T) bilingual education Vol. 2019-1(1)-Paper 3 Vol. 2022-1(7)-Paper 5 bilingual programs Vol. 2022-1(7)-Paper 5 bilingualism Vol. 2023-1(9)-Paper 8 biography, language learning Vol. 2019-2(2)-Paper 8 Blau index Vol. 2022-1(7)-Paper 2 blended learning Vol. 2022-2(8)-Paper 8 book authoring Vol. 2020-1(3)-Paper 6 brain-based learning strategies Vol.2023-2(10)-Paper 2 Business English vocabulary Vol. 2020-1(3)-Paper 8 boosting the educational role of language Vol. 2019-1(1) bottom-up strategies Vol. 2020-1(3)-Paper 7 building upon affect Vol. 2023-1(9) bullying Vol. 2023-1(9)-Paper 5

Cambodia Vol. 2022-2(8)-Paper 1 Canadian university Vol. 2020-2(4)-Paper 11 case study Vol. 2019-2(2)-Paper 3, Vol. 2019-2(2)-Paper 10, Vol. 2020-2(4)-Paper 11, Vol. 2021-2(6)-Paper 7 CDA see: critical discourse analysis centralising language-oriented methods and policies Vol. 2022-1(7) centralising spoken and written text Vol. 2022-1(7) character tree Vol. 2022-1(7)-Paper 3 child identity development Vol. 2020-2(4)-Paper 6 children’s competences Vol. 2024-1(11)-Paper 10 children’s literacyVol. 2022-2(8)-Paper 9 children’s literature Vol. 2024-1(11)-Paper 10 children’s operaVol. 2022-2(8)-Paper 10anguage propaganda Vol.2023-2(10)-Paper 8children’s songs Vol. 2019-1(1)-Paper 12 citizenship development Vol. 2019-2(2)-Paper 6 civics Vol. 2022-2(8)-Paper 11 class activities Vol. 2021-1(5)-Paper 2 Vol. 2022-2(8)-Paper 3 classroom discourse Vol. 2020-1(3)-Paper 1 classroom instructions Vol. 2023-1(9)-Report 13 classroom practices Vol. 2022-2(8)-Paper 3 classroom research Vol. 2023-1(9)-Paper 8 CLIL see: content and language integrated learning and teaching CLIL classes distribution across secondary education grades Vol. 2019-1(1)-Paper 3 (F) CLIL initiators Vol. 2019-1(1)-Paper 3 (T) CLIL in Lithuanian secondary schools Vol. 2019-1(1)-Paper 3 (F) CLIL languages in schools Vol. 2019-1(1)-Paper 3 (T) CLIL modes Vol. 2019-1(1)-Paper 3 (T) CLIL subjects Vol. 2019-1(1)-Paper 3 (T) cochlear implant Vol.2023-2(10)-Paper 11 cognitive and affective benefits Vol.2023-2(10)-Paper 3 collaboration Vol. 2022-1(7)-Paper 8 collaboration in English language teaching Vol. 2021-1(5)-Report 7 colonial discourse Vol. 2024-1(11)-Paper 12 colonial resistance Vol. 2024-1(11)-Paper 12 common good Vol. 2021-1(5)-Paper 6 communication and collaboration Vol. 2021-1(5)-Report 7 communication dimension Vol. 2019-2(2)-Paper 10 communication strategies Vol. 2024-1(11)-Paper 11 communicative competence Vol. 2019-2(2)-Paper 2 community of practice Vol. 2021-2(6)-Paper 9 community strength and activity Vol. 2019-1(1)-Paper 6 (F) complementary English Vol.2023-2(10)-Paper 9 complex dynamic system of individual differences Vol. 2021-2(6)-Paper 5 (F) complex dynamic systems Vol. 2021-2(6)-Paper 5 complex emotions Vol.2023-2(10)-Paper 8 Vol. 2023-2(10)-Paper 5 components of supporting L2 students’ content-are learning and literacy development Vol. 2022-2(8)-Paper 11 conceptual blending Vol. 2020-2(4)-Paper 10 connection between a foreign language and global citizenship education Vol. 2019-2(2)-Paper 6 (F) content analysis Vol. 2021-1(5)-Paper 8 content and language integrated learning and teaching Vol. 2019-1(1)-Paper 2, Vol. 2019-1(1)-Paper 3, Vol. 2019-2(2)-Paper 1 contexts Vol. 2022-2(8) contextual factors (affective the relatiinship between beliefs and actions) Vol. 2024-1(11)-Paper 8 convergence Vol. 2019-1(1)-Review 14 conversation, shaping linguistic well-being Vol. 2021-2(6)-Report 4 conviction Vol. 2024-1(11)-Paper 9 co-operation Vol. 2019-2(2)-Paper 9 cooperation practices by kindergarten teachers Vol. 2019-2(2)-Paper 9 (T) cooperation practices by primary school teachers Vol. 2019-2(2)-Paper 9 (T) Copernican turn in teachers’ orientation Vol. 2021-2(6)-Introduction (G) coping methods Vol.2023-2(10)-Paper 6 countability Vol. 2020-1(3)-Paper 2 COVID Vol. 2021-1(5), Vol. 2021-2(6)-Paper 6 critical awareness Vol. 2020-1(3)-Section I, critical discourse analysis Vol. 2020-1(3)-Paper 1 critical literacy Vol. 2020-1(3)-Paper 6 critical secrets Vol. 2020-1(3)-Paper 6 critical thinking Vol. 2024-1(11)-Paper 1 critical thinking development Vol.2023-2(10)-Paper 3 cross-cultural encounters Vol. 2020-2(4)-Section II CSP see: culturally sustaining pedagogy cultural awareness Vol.2023-2(10)-Paper 3 cultural capital Vol.2023-1(9)-Paper 2 cultural resilience Vol. 2024-1(11)-Paper 12 cultural revitalisation Vol. 2024-1(11)-Paper 12 culturally sustaining pedagogy Vol. 2020-2(4)-Introduction Vol. 2022-2(8)-Paper 1 culture Vol. 2020-2(4)-Paper 3, Vol. 2021-1(5)-Paper 6 culture, language and ERL Journal’s Scope Major culture integrated teaching Vol. 2020-2(4)-Paper 3 cyberlect in the classroom Vol. 2019-1(1)-Paper 4 Czech teachers Vol. 2019-2(2)-Review 13

data collection challenges Vol. 2021-1(5)-Report 4 dead languages Vol. 2021-1(5)-Paper 5 deaf community of practice Vol. 2021-2(6)-Paper 9 deaf culture Vol. 2021-2(6)-Paper 9 deafness Vol.2023-2(10)-Paper 11 deep learning Vol. 2023-1(9)-Paper 9 demonstration Vol. 2022-1(7)-Paper 3 desire in SLA Vol. 2020-2(4)-Paper 10 development of children’s literacy Vol. 2022-2(8)-Paper 9 development of speaking skills Vol. 2019-1(1)-Paper 8 dialogical approaches to languages Vol. 2019-1(1)-Paper 4 dialogical pedagogy Vol. 2019-1(1)-Paper 4 didactic practices Vol. 2019-2(2)-Section I, Vol. 2020-1(3)-Section IV differentiated tasks Vol. 2021-2(6)-Report 4 digital class Vol. 2019-1(1)-Paper 2 digital class as a work organization form Vol. 2019-1(1)-Paper 2 digital learning environments Vol. 2019-1(1)-Paper 5 digital content creation Vol. 2022(8)-Paper 8 digital literacy Vol. 2022-2(8)-Paper 8 digital pedagogy Vol. 2022(8)-Paper 8 digital text Vol. 2019-1(1)-Paper 9 digital interaction Vol. 2019-1(1)-Section II digital resources Vol. 2021-2(6)-Paper 2 discourse Vol. 2020-1(3)-Paper 4 Vol. 2024-1(11)-Paper 12 discourse analysis Vol. 2020-1(3)-Paper 1 discourse markers Vol. 2022-1(7)-Paper 1 discussions Vol. 2022-2(8)-Paper 3 dissent Vol. 2020-1(3)-Paper 4 dissonance between beliefs and actions Vol. 2024-1(11)-Paper 8 distance learning Vol. 2021-2(6)-Paper 1, Vol. 2021-2(6)-Paper 8 distribution of CLIL classes across secondary education grades Vol. 2019-1(1)-Paper 3 (F) distribution of the use of Skype Vol. 2019-2(2)-Paper 3 (G) diversity Vol. 2022-2(8) Vol. 2019-2(2)-Paper 1 documents Vol. 2020-1(3)-Section II dyslexia Vol. 2019-1(1)-Paper 11

EAP class Vol. 2019-2(2)-Paper 10 early childhood education Vol. 2021-2(6)-Paper 8 early literacy Vol. 2019-2(2)-Paper 9 ecolinguistics Vol. 2024-1(11)-Paper 9 ecosophy Vol. 2024-1(11)-Paper 9 education and identity Vol. 2020-1(3)-Paper 5 education policies Vol. 2019-2(2)-Paper 5 Vol. 2022-2(8)-Paper 5 educational documents Vol. 2019-2(2)-Section II educational inclusion Vol. 2019-2(2)-Paper 5 educational landscape Vol. 2019-1(1)-Paper 5 educational texts Vol. 2020-1(3)-Section III educational role of language Vol. 2019-1(1), Vol. 2019-1(1)-Paper 5, Vol. 2019-1(1)-Paper 7, Vol. 2019-1(1)-Report 13, Vol. 2020-2(4)-Paper 4 educational role of language skills Vol. 2020-1(3)-Review 10 education systems Vol. 2021-2(6)-Paper 6 early education Vol. 2022-2(8)-Paper 9 EFL Vol. 2020-1(3)-Paper 2 Vol. 2024-1(11)-Paper 10 EFL classroom Vol.2023-2(10)-Paper 3 EFL communication Vol. 2019-2(2) EFL learners Vol. 2019-2(2)-Paper 3 EFL students’ affect Vol.2023-2(10)-Paper 4 EFL students’ reluctance to speak Vol. 2021-2(6)-Report 3 EFL teaching Vol. 2019-2(2)-Paper 12 elementary education Vol. 2022-2(8)-Paper 9 Vol.2023-2(10)-Paper 10 ESL instructors Vol. 2021-1(5)-Paper 2 elicitation Vol. 2020-2(4)-Paper 11 ELT written discourse Vol. 2020-1(3)-Paper 1 embedding wellbeing Vol. 2020-1(3)-Paper 3 emotional dimension of language Vol. 2023-2(10) emotional dimension of linguistic education Vol. 2023-2(10) emotional intelligence Vol.2023-2(10)-Paper 12 emotional responses Vol. 2020-2(4)-Paper 10, Vol. 2021-2(6)-Paper 5 emotional well-being Vol. 2021-2(6)-Paper 1 emotionally charged words Vol. 2021-2(6)-Paper 1 emotionally incited storiesVol. 2023-1(9)-Paper 2emotions Vol. 2020-2(4)-Paper 10 Vol. 2023-1(9)-Paper 3 emphasis Vol.2023-2(10)-Paper 7 engagement Vol. 2020-1(3)-Paper 6 English as a foreign language Vol. 2019-1(1)-Paper 11, Vol. 2019-2(2)-Paper 7, Vol. 2019-2(2)-Paper 10 English as a medium of instruction Vol. 2022-1(7)-Paper 1 English in a Professional Music Education Vol. 2021-2(6)-Paper 2 English for fire science students Vol. 2019-2(2)-Review 14 English for specific purposes Vol. 2020-1(3)-Paper 8 Vol. 2022-2(8)-Article 13 Vol. 2022-2(8)-Article 14 Vol. 2024-1(11)-Paper 4 English in presentation skills Vol. 2019-2(2)-Paper 11 English language learner awareness Vol. 2020-1(3)-Paper 2 English language instruction Vol. 2022-1(7)-Paper 9 English language learning Vol. 2020-2(4)-Paper 11 English language teaching Vol. 2021-1(5)-Report 7 English learners’ emotional responses Vol. 2020-2(4)-Paper 10 English learning in China Vol. 2019-1(1)-Paper 12 English lessons Vol. 2022-1(7)-Paper 3 English teachers Vol. 2021-2(6)-Paper 7 English teacher university preparation Vol. 2021-2(6)-Paper 7 English throgh the arts Vol. 2022-2(8)-Paper 4 English writing Vol. 2019-1(1)-Paper 12 enhancing multiculturalism in EFL communication Vol. 2019-2(2) EPMS see: English in a Professional Music Education Erasmus program Vol. 2020-2(4)-Paper 7 ERL Conference Vol. 2023-1(9)-Paper 7 Vol. 2024-1(11)-Paper 7 ERL Framework Vol. 2019-2(2)-Introduction, Vol. 2021-1(5)-Introduction ERL online Session Vol. 2020-2(4)-Report 5, Vol. 2020-1(3)-Introduction ERL Strokes Vol. 2021-1(5)-Introduction Vol. 2022-1(7)-Introduction ERLA’s fundamental premises Vol. 2022-2(8)-Introduction ESP Vol. 2019-1(1)-Review 12, Vol. 2020-1(3)-Paper 1 essay quality Vol. 2024-1(11)-Paper 1 ethnic minority Vol. 2022-1(7)-Paper 5 ethics Vol. 2021-1(5)-Paper 6 ethnolinguistic vitality Vol. 2019-1(1)-Paper 6 European Union Vol. 2022-2(8)-Paper 5 everyday stressors Vol.2023-2(10)-Paper 6 examining learner and teacher language identity Vol. 2020-1(3) experience of critical discourse analysis Vol. 2020-1(3)-Paper 1 experiencing digital interaction Vol. 2019-1(1)-Section II experiencing language content Vol. 2019-1(1)-Section I experiencing multiculturalism Vol. 2019-2(2)-Section IV experiencing of language Vol. 2019-1(1)-Introduction experiencing the spoken language Vol. 2019-1(1)-Section III experiencing the written word Vol. 2019-1(1)-Section IV extensive listening Vol. 2020-1(3)-Paper 7

Facebook Vol. 2019-2(2)-Paper 10 family language policies Vol. 2021-2(6)-Paper 9 Vol. 2022-1(7)-Paper 6 fear Vol.2023-2(10)-Paper 9 feedback Vol. 2021-1(5)-Paper 2 fire science students Vol. 2019-2(2)-Review 14 first grade teachers Vol. 2019-2(2)-Paper 9 first-hand experience Vol. 2019-2(2)-Paper 10 first language Vol. 2022-2(8)-Paper 4 flexible instruction Vol. 2021-1(5)-Report 7 focus projection Vol.2023-2(10)-Paper 7 foreign language Vol. 2019-2(2)-Paper 5, Vol. 2019-2(2)-Paper 7 foreign language anxiety Vol. 2019-2(2)-Review 13 foreign language aptitude Vol. 2024-1(11)-Paper 11 foreign language education Vol. 2019-2(2)-Paper 2 form-meaning relations Vol. 2020-2(4)-Paper 1 fragmentation Vol. 2024-1(11)-Paper 12 Frayer method Vol. 2019-1(1)-Paper 10 (F) free writing task Vol. 2019-1(1)-Paper 11 French language curriculum Vol. 2020-1(3)-Paper 3 functional linguistics Vol. 2022-1(7)-Paper 7 function of speaking Vol. 2021-1(5)-Paper 8 functions of discourse markers Vol. 2022-1(7)-Paper 1 functions of language Vol. 2019-1(1)-Paper 7

games Vol. 2019-1(1)-Paper 8 gamification Vol. 2022-2(8)-Paper 4 general English vs. business English, different meanings Vol. 2020-1(3)-Paper 8 (T) genre-based pedagogy Vol. 2022-1(7)-Paper 7 Georgian education system Vol. 2022-1(7)-Paper 5 global citizenship development Vol. 2019-2(2)-Paper 6 global dynamics Vol. 2024-1(11)-Paper 12 global problem Vol. 2021-1(5)-Paper 6 glottodidactic paradigm Vol. 2019-2(2)-Introduction good CLIL practice Vol. 2019-2(2)-Paper 1 grammar accuracy enhancement Vol. 2020-2(4)-Paper 8 graphic representation of sound-size associations in Macedonian Vol. 2020-2(4)-Paper 1 (G) Greek parents Vol. 2019-1(1)-Paper 13 Greek preschool teachers Vol. 2021-2(6)-Paper 8 grounded theory Vol. 2020-1(3)-Paper 4

hearing instructor Vol. 2021-2(6)-Paper 9 Hegel Vol. 2022-2(8)-Paper 7 Herfindahl-Hirschman index (HHI) Vol. 2022-1(7)-Paper 2 heritage Vol. 2022-1(7)-Paper 6 heritage language educatiobn Vol.2023-2(10)-Paper 14 Hermit Songs Vol. 2020-1(3)-Paper 5 higher education Vol. 2023-1(9)-Paper 2 Vol. 2024-1(11)-Paper 4 HLM Vol. 2022-1(7)-Paper 2 holistic approach Vol. 2020-2(4)-Paper 10 Vol. 2023-2(10)-Paper 5 holistic individual experience Vol. 2020-2(4)-Introduction home literacy practices Vol. 2019-1(1)-Paper 13

Icelandic classroom activities Vol. 2022-2(8)-Paper 3 iconicity Vol. 2020-2(4)-Paper 1 ideophones Vol. 2020-2(4)-Paper 1 identity Vol. 2020-1(3), Vol. 2020-2(4), Vol. 2021-2(6)-Paper 5 Vol. 2023-1(9)-Paper 8 identity construction Vol. 2020-2(4)-Paper 10 identity construction as a complex dynamic system of individual differences Vol. 2021-2(6)-Paper 5 (F) identity development Vol. 2020-2(4)-Paper 6 identity play Vol. 2024-1(11)-Paper 13 identity shaping language Vol. 2020-2(4)-Paper 1 imagination Vol. 2020-2(4)-Paper 10 impact of literature Vol.2023-2(10)-Paper 3 importance and awareness of CLIL Vol. 2019-1(1)-Paper 3 (T) importance of English for effective presentation skills Vol. 2019-2(2)-Paper 11 (F) inclusive education Vol. 2022-2(8)-Paper 5 inclusivity Vol. 2022-1(7)-Paper 9 inclusivity in the classroom Vol. 2022-1(7)-Paper 7 increase of the Arabic speaking population across Australia Vol. 2019-1(1)-Paper 6 (F) indigenous children Vol. 2022-2(8)-Paper 1 individual differences Vol. 2021-2(6)-Paper 5 individualism Vol. 2020-2(4)-Paper 4 informal foreign language learning Vol. 2023-1(9)-Paper 10 initiators of CLIL Vol. 2019-1(1)-Paper 3 (T) in-person instruction Vol. 2021-1(5)-Paper 2 in-service trainees Vol 2023-1(9)-Paper 11 institutions of higher learning, language in Vol. 2021-2(6)-Paper 9 instructions, online Vol. 2021-1(5)-Paper 2 interculturality Vol. 2024-1(11)-Paper 13 integrating first language Vol. 2022-2(8)-Paper 4 integration Vol. 2022-1(7)-Paper 5 integrity of communicative competences and global dimension Vol. 2019-2(2)-Paper 6 (T) intensive and extensive listening Vol. 2020-1(3)-Paper 7 interaction Vol. 2021-1(5)-Paper 3 interaction hypothesis Vol. 2022-2(8)-Paper 8 intercultural communication Vol. 2021-1(5)-Paper 6 intercultural communicative competence Vol. 2019-2(2)-Paper 2 (inter)cultural components Vol. 2019-2(2)-Paper 12 intercultural rhetoric Vol. 2024-1(11)-Paper 1 interculturality Vol. 2024-1(11)-Paper 13 interdisciplinarity Vol. 2023-1(9)-Introduction interdisciplinary perspectives Vol. 2020-2(4)-Section I international education Vol. 2020-2(4)-Paper 11 international solidarity Vol. 2020-2(4)-Review 12 interplay between affective and cognitive components Vol. 2023-1(9)-Paper 11 interpreting students Vol.2023-2(10)-Paper 12 interpreting studies Vol. 2021-2(6)-Paper 1 intersection of pedagogy and linguistics Vol. 2019-1(1)-Introduction, Vol. 2021-1(5)-Introduction intersections Vol. 2020-2(4)-Section IV inter-state model Vol. 2024-1(11)-Paper 3 interview Vol. 2021-1(5)-Paper 8 intra-cultural competence Vol.2023-2(10)-Paper 4 Isle of Wight Vol. 2023-1(9)-Paper 2 Italian language Vol. 2023-1(9)-Paper 10

Jamie Kathleen Vol. 2024-1(11)-Paper 9 jigsaw reading Vol. 2020-1(3)-Paper 9

kindergarten Vol. 2019-2(2)-Paper 9 knowledge base Vol. 2023-1(9)-Paper 4

L1 diversity Vol. 2022-2(8)-Paper 2 L1 learning Vol.2022-2(8)-Paper 2 L1 teaching Vol. 2022-2(8)-Paper 2 language acquisition Vol. 2021-1(5)-Paper 2 language(-)activity ERL Journal’s Scope Minor language(-)affect ERL Journal’s Scope Minor langugage and beliefs Vol. 2024-1(11) language and culture ERL Journal’s Scope Major language and identity Vol. 2020-1(3)-Paper 5 language and methodology ERL Journal’s Scope Major language and personality ERL Journal’s Scope Major language and schooling ERL Journal’s Scope Major language anxiety Vol. 2019-2(2)-Review 13 language attitudes Vol. 2023-1(9)-Paper 2 language(-)beliefs ERL Journal’s Scope Minor language composing Vol. 2020-1(3)-Introduction language curriculum Vol. 2020-1(3)-Paper 3 language debate Vol. 2023-1(9)-Paper 3 language disorder Vol. 2020-2(4)-Paper 6 language ecology Vol. 2023-1(9)-Paper 8 Vol. 2023-2(10)-Paper 5 language history Vol. 2020-2(4)-Paper 4 language identity Vol. 2020-2(4)-Paper 4, Vol. 2020-2(4)-Paper 8 language ideology Vol. 2022-1(7)-Paper 6 language impairment Vol. 2020-2(4)-Paper 6 language instructor Vol. 2020-2(4)-Paper 3 language knowledge Vol.2023-2(10)-Paper 3language learner awareness Vol. 2020-1(3)-Paper 2 language learner, adolescent Vol. 2021-1(5)-Paper 8 language learning Vol. 2019-2(2)-Paper 5 language learning biography Vol. 2019-2(2)-Paper 8 language-learning experience Vol. 2019-1(1)-Paper 5 language learning skills Vol. 2019-2(2)-Paper 4 language management tools Vol. 2022-1(7)-Paper 6 language of dissent Vol. 2020-1(3)-Paper 4 language planning Vol. 2022-2(8)-Paper 2 Vol. 2023-1(9)-Paper 6 language playground Vol. 2024-1(11)-Paper 10 language policies Vol. 2021-2(6)-Paper 9 Vol. 2022-2(8)-Paper 2 language policy Vol. 2024-1(11)-Paper 6 language practice Vol. 2022-1(7)-Paper 6 language preferred in WhatsApp information transmission Vol. 2019-2(2)-Paper 4 (F) language propaganda Vol.2023-2(10)-Paper 8 language shaping identity Vol. 2020-2(4)-Paper 1 language skills Vol. 2020-1(3)-Review 10 language socialization Vol. 2021-2(6)-Paper 9 Vol. 2023-1(9)-Paper 8 language spaces Vol. 2019-1(1)-Paper 5 language teacher education Vol. 2023-1(9)-Paper 4 language teaching Vol. 2021-1(5)-Paper 5 Vol. 2022-1(7)-Paper 7 Vol. 2024-1(11)-Paper 6 language teaching and learning Vol. 2019-2(2)-Paper 3 language teaching methods Vol. 2020-1(3)-Paper 9 language variety Vol. 2022-1(7)-Paper 2 languages in contact Vol.2023-2(10)-Paper 9 languages of education Vol. 2022-1(7)-Paper 6 language(-)thinking ERL Journal’s Scope Minor Latvia Vol. 2019-1(1)-Paper 2 learner and teacher language identity Vol. 2020-2(4)-Report 5 learner awareness Vol. 2020-1(3)-Paper 2 learners’ attitude to listening comprehension Vol. 2020-1(3)-Paper 7 learning abilities Vol. 2019-1(1)-Paper 10 learning a foreign language Vol. 2019-2(2)-Paper 6 learning gains Vol. 2020-1(3)-Paper 3 learning language online Vol. 2021-1(5)-Paper 3 learning strategies Vol.2023-2(10)-Paper 2 learning visual language Vol. 2021-2(6)-Paper 9 lesson planning Vol. 2022-1(7)-Paper 8 lexicon Vol. 2019-1(1)-Paper 10 leveled books Vol. 2020-1(3)-Paper 6 lifelong language learning Vol. 2023-1(9)-Paper 10 linguistic affect Vol.2023-2(10)-Paper 7 linguistic contexts Vol. 2022-2(8) linguistic diversity Vol. 2022-2(8) Vol. 2021-2(6)-Paper 9 Vol. 2022-1(7)-Paper 2 Vol. 2022-2(8)-Paper 9 Vol. 2023-1(9)-Report 13 linguistic identity Vol. 2020-2(4)-Paper 4, Vol. 2021-2(6)-Paper 5 linguistic identity play Vol. 2024-1(11)-Paper 13 linguistic inclusivity Vol. 2021-2(6)-Paper 9 linguistic individualism Vol. 2020-2(4)-Paper 4 linguistic landscape Vol. 2022-1(7)-Paper 4 linguistic quality Vol. 2020-2(4)-Section III linguistic stratum Vol. 2021-1(5)-Section II linguistic transfer Vol. 2019-1(1)-Paper 11 linguistic turn Vol. 2019-1(1)-Introduction linguistic variations Vol. 2023-1(9)-Paper 13 linguistic well-being Vol. 2021-2(6) linguistic well-being of educators Vol. 2021-2(6)-Section II linguistic well-being of students Vol. 2021-2(6)-Section I linguistic worldview Vol.2023-2(10)-Paper 8 istening and oral skills Vol. 2023-1(9)-Paper 9 listening comprehension in TEFL Vol. 2020-1(3)-Paper 7 literacy Vol.2022-2(8)-Paper 3 literary assessment Vol.2023-2(10)-Paper 10 literacy development Vol. 2022-2(8)-Paper 11 literacy (learning) processes Vol. 2019-2(2)-Paper 9 literature Vol.2023-2(10)-Paper 3 literature in EFL classroom Vol. 2023-1(9)-Paper 12 literature integration Vol. 2023-1(9)-Paper 12 literature review Vol. 2019-1(1)-Paper 7 loanwords Vol. 2023-1(9)-Paper 6 LSRW skills Vol. 2024-1(11)-Paper 5

Macedonian speakers Vol. 2020-2(4)-Paper 1 man-language-reality Vol. 2022-2(8)-Introduction management Vol. 2019-2(2)-Paper 11 meaning making Vol. 2019-1(1)-Paper 9 mentalese Vol.2023-2(10)-Paper 9 mental health Vol. 2023-1(9)-Paper 5 mentoring Vol. 2020-2(4)-Paper 7 methodology, language and ERL Journal’s Scope Major Michael Byram’s model of intercultural communicative competence Vol. 2019-2(2)-Paper 2 (F) micro-markers Vol. 2022-1(7)-Paper 1 migration policy Vol. 2024-1(11)-Paper 2 mixed methods study Vol. 2021-2(6)-Paper 5 moble apps Vol. 2022-2(8)-Paper 4 modern methodology Vol. 2021-1(5)-Paper 2 modes of CLIL in schools Vol. 2019-1(1)-Paper 3 (T) monologues Vol. 2019-1(1)-Paper 8 mood meter Vol. 2022-1(7)-Paper 3 most popular CLIL subjects Vol. 2019-1(1)-Paper 3 (T) mother tongue Vol. 2023-1(9)-Report 13 motivation Vol. 2020-1(3)-Paper 3 Vol. 2024-1(11)-Paper 4 motivations for learning English (among Turkish learners) Vol. 2019-2(2)-Paper 7 (F) multicultural academic setting Vol. 2022-1(7)-Paper 9 multicultural classroom Vol. 2023-1(9)-Paper 8 multicultural education policies Vol. 2019-2(2)-Paper 5 multicultural environment Vol. 2019-2(2)-Paper 4 multicultural landscape Vol. 2019-1(1)-Paper 6 multicultural setting Vol. 2019-2(2)-Paper 11 Vol. 2022-1(7)-Paper 9 multiculturalism Vol. 2019-1(1)-Paper 2, Vol. 2019-2(2), Vol. 2019-2(2)-Paper 1, Vol. 2019-2(2)-Paper 3, Vol. 2019-2(2)-Paper 8, Vol. 2021-1(5)-Paper 1 Vol. 2022-1(7)-Paper 9 Vol. 2022-2(8)-Paper 1 multilingual academic setting Vol. 2022-1(7)-Paper 9 multilingual classroom Vol. 2019-1(1)-Paper 9 multilingual competence Vol. 2023-1(9)-Paper 10 multilungual dictionary Vol.2023-2(10)-Paper 9 multilingual education Vol. 2022-2(8)-Paper 1 multilingual identity Vol. 2020-2(4)-Paper 10 mulitiingual setting Vol. 2022-2(8)-Article 12 multilingualism Vol. 2019-1(1)-Paper 9 Vol. 2022-1(7)-Paper 9 multilingual-sensitive professional action Vol. 2019-2(2)-Paper 8 multilingual teaching model Vol. 2022-1(7)-Paper 5 multimodal texts Vol. 2020-2(4)-Paper 11 music, language focused on Vol. 2021-2(6)-Paper 2 music-linked translation (MLT) Vol. 2022-2(8)-Paper 10 music-related vocabulary Vol. 2021-2(6)-Paper 2 musicological issues Vol. 2022-2(8)-Paper 10

narrative Vol. 2019-1(1)-Paper 9 narrative approach Vol. 2022-1(7)-Paper 3 narrative turn Vol. 2019-1(1)-Introduction nationalism Vol. 2020-2(4)-Paper 4 nature of language learning Vol. 2024-1(11)-Paper 11 nature writing Vol. 2024-1(11)-Paper 9 negative emotions Vol. 2023-1(9)-Paper 4 negative impact Vol. 2019-1(1)-Paper 12 negative representations of Arabic speakers Vol. 2019-1(1)-Paper 6 (F) neurolinguistic programming Vol. 2024-1(11)-Paper 5 nexus of identity and language Vol. 2020-1(3)-Paper 5 new emotions Vol.2023-2(10)-Paper 9 new public management Vol. 2020-1(3)-Paper 4 Nigeria Vol. 2022-2(8)-Article 6 NMET Vol. 2019-1(1)-Paper 12 non-native teachers Vol. 2023-1(9)-Paper 4 non-natives writing Vol. 2020-2(4)-Paper 9 North Macedonia Vol. 2023-1(9)-Paper 6 Norwegian linguistic identity Vol. 2020-2(4)-Paper 4 Norwegian language policy Vol. 2022-2(8)-Paper 2 number of words in a given year in schoolbooks Vol. 2019-1(1)-Paper 10 (F)

observation Vol. 2021-1(5)-Paper 8 occupation Vol. 2023-1(9)-Paper 1 online education Vol. 2021-2(6)-Paper 1, Vol. 2021-2(6)-Paper 5 online instruction, student preferences Vol. 2021-1(5)-Paper 2 (T) online instructions Vol. 2021-1(5)-Paper 2 online learning Vol. 2021-1(5)-Paper 1, Vol. 2021-2(6)-Paper 1 online teaching Vol. 2021-1(5)-Paper 5 opera education Vol. 2022-2(8)-Paper 10 oracy Vol. 2022-2(8)-Paper 3 oral skills Vol. 2023-1(9)-Paper 9

Palestine Vol. 2022-1(7)-Paper 4 Vol. 2023-1(9) pandemic Vol. 2021-1(5)-Introduction, Vol. 2021-1(5)-Report 7 parent reading belief inventory Vol. 2019-1(1)-Paper 13 parents’ beliefs Vol. 2019-1(1)-Paper 13 pedagogic discourse Vol. 2020-1(3)-Paper 1 pedagogical paradigm Vol. 2020-2(4)-Paper 2, Vol. 2020-1(3)-Introduction pedagogical stratum Vol. 2021-1(5)-Section I pedagogical uses of language Vol. 2021-2(6)-Paper 2 pedagogical uses of writing Vol. 2021-1(5)-Paper 1 pedagogy Vol. 2021-1(5)-Paper 1 peer learning Vol. 2020-2(4)-Paper 7 perceptions about advantages of collaboration by kindergarten teachers Vol. 2019-2(2)-Paper 9 (T) perceptions about advantages of collaboration by primary school teachers Vol. 2019-2(2)-Paper 9 (T) perception of Arabic and English language in Australia Vol. 2019-1(1)-Paper 6 (F) perception of English and Arabic speakers in Australian society Vol. 2019-1(1)-Paper 6 (F) perceptions on Arabic and English language speakers Vol. 2019-1(1)-Paper 6 (F) personality, language and ERL Journal’s Scope Major personalness of language composing Vol. 2020-1(3)-Introduction phases of migration Vol. 2024-1(11)-Paper 2 PhD data collection Vol. 2021-1(5)-Report 4 picture books Vol. 2022-1(7)-Paper 3 Vol. 2022-2(8)-Paper 9 PISA Vol. 2022-1(7)-Paper 2 placing language in the centre of schooling Vol. 2022-1(7) placing language where it truly belongsVol. 2022-1(7)-Introduction play-based pedagogy Vol. 2022-2(8)-Paper 9 podcasts to support learners Vol. 2020-1(3)-Paper 7 Poland Vol. 2022-2(8)-Paper 5 policy change Vol. 2020-1(3)-Paper 4 policy measures Vol. 2024-1(11)-Paper 12 Polish children’s songs Vol.2023-2(10)-Paper 8 poetics of noticing Vol. 2024-1(11)-Paper 9 Polish classroom activities Vol. 2022-2(8)-Vol. 3 Polish students Vol. 2019-1(1)-Paper 11 Polish youth slang Vol. 2019-1(1)-Paper 7 Portuguese as a foreign language Vol. 2020-2(4)-Paper 7 positive anxiety Vol. 2023-1(9)-Paper 9 positive environment Vol.2023-2(10)-Paper 2 postcolonialism Vol. 2020-1(3)-Paper 5 postlingual deafness Vol.2023-2(10)-Paper 11 post-structuralist research Vol. 2020-2(4)-Paper 10 potential of language Vol. 2020-1(3)-Review 10 practical activities Vol. 2020-2(4)-Paper 3 practical criticism Vol. 2020-1(3)-Paper 5 practicum Vol. 2021-2(6)-Paper 7 PRBI Vol. 2019-1(1)-Paper 13 prelingual deafness Vol.2023-2(10)-Paper 11 preparedness of teachers Vol. 2021-2(6)-Paper 7 pre-primary school Vol. 2019-2(2)-Paper 6 pre-service teachers’ beliefs Vol. 2019-2(2)-Paper 8 pre-service teachers’ projects Vol. 2019-2(2)-Paper 12 preschool education Vol. 2021-2(6)-Paper 8 preschool teachers Vol. 2019-2(2)-Paper 9 presentation skills Vol. 2019-2(2)-Paper 11 primary education Vol. 2022-1(7)-Paper 3 primary and secondary schools Vol. 2019-2(2)-Paper 1 primary school Vol. 2019-1(1)-Paper 9 Vol. 2022-2(8)-Paper 3 primary students’ language learning Vol.2023-2(10)-Paper 6prioritizing affect Vol. 2023-19) problem solving Vol. 2019-1(1)-Paper 8 productive language development Vol. 2022-2(8)-Paper 3 productive skills Vol. 2020-1(3)-Review 10 professional action competence Vol. 2019-2(2)-Paper 8 professional career Vol. 2019-2(2)-Paper 7 professional identity Vol. 2021-2(6)-Paper 5 Professional Music Education, English in Vol. 2021-2(6)-Paper 2 professional well-being Vol. 2021-2(6)-Paper 6, Vol. 2021-2(6)-Paper 7 progressive/modern themes in class activities/feedback/TTT/rapport Vol. 2021-1(5)-Paper 2 (T) prophetic salvation Vol. 2024-1(11)-Paper 12 prosody expression Vol.2023-2(10)-Paper 11 psychological well-being Vol. 2023-1(9)-Paper 8 psychometric properties Vol. 2019-1(1)-Paper 13 pupils’ beliefs about Norwegian Nynorsk Vol. 2024-1(11)-Paper 6 publishing Vol. 2020-1(3)-Paper 6

racial politics Vol. 2024-1(11)-Paper 12 rapport, student-instructor Vol. 2021-1(5)-Paper 2 Rastafarian discourse Vol. 2024-1(11)-Paper 12 readability of leveled books Vol. 2020-1(3)-Paper 6 reading achievements Vol. 2022-1(7)-Paper 2 reading belief inventory Vol. 2019-1(1)-Paper 13 reading comprehension Vol. 2019-1(1)-Paper 10 Vol. 2022-2(8)-Paper 8 reading to learn Vol. 2022-1(7)-Paper 7 receptive skills Vol. 2020-1(3)-Review 10 reciprocity between one’s language and identity Vol. 2020-2(4)-Introduction re-conceptualizing the knowledge base Vol. 2023-1(9)-Paper 4 reliance of education on language Vol. 2021-1(5)-Introduction reluctance to speak Vol. 2021-2(6)-Report 3 representation of Arabic and English language in culture, media and education Vol. 2019-1(1)-Paper 6 (F) remote teaching Vol. 2021-2(6)-Paper 2 resistance Vol. 2020-1(3)-Paper 4 reshaping one’s identity with language Vol. 2020-2(4) resilience Vol. 2023-1(9)-Paper 5 respecting students’ emotions Vol.2023-2(10)-Paper 2 revitalisation Vol. 2024-1(11)-Paper 12 rhetoric Vol. 2024-1(11)-Paper 1 Roald Dahl Vol. 2024-1(11)-Paper 10 role of English as a foreign language Vol. 2019-2(2)-Paper 7 role of language instructor Vol. 2020-2(4)-Paper 3 ruler approach Vol. 2022-1(7)-Paper 3

sacrum and profanumVol.2023-2(10)-Paper 13 salience Vol. 2024-1(11)-Paper 9 school administrators Vol. 2019-1(1)-Paper 3 school achievement Vol. 2019-1(1)-Paper 10 school books Vol. 2019-1(1)-Paper 10 school enrivronment Vol.2023-2(10)-Paper 6 school leaders Vol. 2020-1(3)-Paper 4 school literacy Vol. 2019-2(2)-Paper 9 school setting Vol. 2022-1(7)-Paper 9schooling, language and ERL Journal’s Scope Major school principals’ inclination towards introducing CLIL classes Vol. 2019-1(1)-Paper 3 (T) school principals’ inclination towards investment in teachers Vol. 2019-1(1)-Paper 3 (T) Scope Major Vol. 2019-1(1)-Introduction Scope Minor Vol. 2019-1(1)-Introduction secondary schools Vol. 2019-1(1)-Paper 3 second dimension of teacher’s speech as spoken discourse Vol. 2020-1(3)-Paper 1 (T) second dimension of written discourse in teacher books Vol. 2020-1(3)-Paper 1 (T) second language and culture integrated teaching Vol. 2020-2(4)-Paper 3 second language acquisition methodology Vol. 2021-1(5)-Paper 2 self-efficacy Vol. 2020-1(3)-Paper 3 self-esteem Vol. 2023-1(9)-Paper 2 semantic number Vol. 2020-1(3)-Paper 2 semantics Vol. 2020-1(3)-Paper 2 sense of belonging to the Arabic and English ethnolinguistic communities Vol. 2019-1(1)-Paper 6 (F) sensory sound-symbolism Vol. 2020-2(4)-Paper 1 shadowing Vol. 2023-1(9)-Paper 9 shaping one’s identity with language Vol. 2020-2(4) shift in teachers’ orientation Vol. 2021-2(6)-Introduction (F) sign language teaching Vol. 2021-2(6)-Paper 9 size of estimated vocabulary by age Vol. 2019-1(1)-Paper 10 (T) Skype Vol. 2019-2(2)-Paper 3 SLA Vol. 2020-2(4)-Paper 10 slang Vol. 2019-1(1)-Paper 7 Slovak teachers Vol. 2019-2(2)-Review 13 social apps used for communication Vol. 2019-2(2)-Paper 4 (F) social change Vol. 2019-2(2)-Paper 5 socialization Vol. 2022-1(7)-Paper 9 socialization, language Vol. 2021-2(6)-Paper 9 social media Vol. 2019-1(1)-Paper 4 social-emotional aspect Vol. 2021-2(6)-Report 4 social-emotional skills Vol. 2023-1(9)-Paper 4 social-emotional development Vol. 2022-1(7)-Paper 3 societal integration Vol. 2024-1(11)-Paper 12 sociolect Vol. 2019-1(1)-Paper 7 sociosemiotics Vol. 2019-1(1)-Paper 9 sojourn Vol. 2023-1(9)-Paper 8 solidarity Vol. 2023-1(9)-Paper 1 solving activities Vol. 2019-1(1)-Paper 8 sound-colour associations Vol. 2020-2(4)-Paper 1 (G) sound-motion associations Vol. 2020-2(4)-Paper 1 (G) sound-symbolism Vol. 2020-2(4)-Paper 1 Spain Vol. 2019-2(2)-Paper 5 speaking Vol. 2021-1(5)-Paper 8 speaking in the classroom Vol. 2021-2(6)-Report 3 speaking skills Vol. 2019-1(1)-Paper 8 specific teaching tools Vol. 2022-1(7)-Paper 3 speech prosody Vol.2023-2(10)-Paper 11 spelling Vol. 2019-1(1)-Paper 11 spoken language Vol. 2019-1(1)-Section III spoken academic discourse Vol. 2022-1(7)-Paper 1 S-S communication via comments and a status, examples Vol. 2019-2(2)-Paper 10 (F) S-T and S-S communication via Facebook group, examples Vol. 2019-2(2)-Paper 10 (F) S-T communication via comments and statuses, examples Vol. 2019-2(2)-Paper 10 (F) S-T communication via private messages, examples Vol. 2019-2(2)-Paper 10 (F) stories Vol. 2023-1(9)-Paper 2 Vol. 2024-1(11)-Paper 9 story draft, sample Vol. 2020-1(3)-Paper 6 (F) strokes Vol. 2021-1(5)-Introduction Vol. 2022-1(7)–Introduction struggling student Vol.2023-2(10)-Paper 10 student emotional well-being Vol. 2021-2(6)-Paper 1 student feelings during online classes/presentations and discussions/exams Vol. 2021-2(6)-Paper 1 (F) student-instructor rapport Vol. 2021-1(5)-Paper 2 student personal experience with online education Vol. 2021-2(6)-Paper 1 (F) students’ personal reasons for positive/negative online education experience Vol. 2021-2(6)-Paper 1 (F) student preference for future learning environment Vol. 2021-2(6)-Paper 1 (F) student preferences re. in-person/online instruction Vol. 2021-1(5)-Paper 2 (T) student-teacher communication Vol. 2019-2(2)-Paper 10 student-student communication Vol. 2019-2(2)-Paper 10 Sunday school Vol. 2022-1(7)-Paper 6 supporting well-being Vol. 2021-1(5)-Paper 1, Vol. 2021-2(6)-Paper 2 survey Vol. 2019-1(1)-Paper 3 sustainable development Vol. 2020-2(4)-Review 12 SWOT analysis Vol. 2021-2(6)-Paper 7 (T) symbolic pain Vol. 2020-2(4)-Paper 10 systemic functional linguistics Vol. 2022-1(7)-Paper 7

talk as performance Vol. 2021-1(5)-Paper 8 target culture Vol. 2020-2(4)-Paper 3 task-based learning Vol. 2020-1(3)-Paper 9 teacher attrition Vol. 2021-2(6)-Paper 6 teacher awareness Vol. 2023-1(9)-Paper 5 teacher beliefs Vol. 2019-2(2)-Paper 8 teacher education Vol. 2019-2(2)-Paper 12 teacher qualification and its promotion in secondary schools Vol. 2019-1(1)-Paper 3 (T) teachers’ behaviour in offline and online education Vol. 2021-2(6)-Paper 5 (T) teachers’ cognition in offline and online education Vol. 2021-2(6)-Paper 5 (T) teacher identity Vol. 2023-1(9)-Paper 11 teachers’ identity responses Vol. 2021-2(6)-Paper 5 teachers’ linguistic, and professional offline and virtual identity Vol. 2021-2(6)-Paper 5 (T) teachers’ opinions Vol. 2021-2(6)-Paper 8 teachers’ perceptions Vol. 2019-2(2)-Paper 9 teacher’s professional competence Vol. 2019-1(1)-Paper 3 teachers’ professional offline and online identities Vol. 2021-2(6)-Paper 5 teachers’ self-perception in offline and online education Vol. 2021-2(6)-Paper 5 (T) teachers’ speech Vol. 2020-1(3)-Paper 1 teachers’ speech in offline and online classes Vol. 2021-2(6)-Paper 5 (T) teachers’ thoughts on students seeing them in offline and online education Vol. 2021-2(6)-Paper 5 (T) teachers’ views on language activities Vol. 2021-2(6)-Paper 8 teachers’ well-being Vol. 2021-2(6)-Paper 5 teachers’ writing in offline and online classes Vol. 2021-2(6)-Paper 5 (T) teacher talking time Vol. 2021-1(5)-Paper 2 teacher university preparation Vol. 2021-2(6)-Paper 7 teacher well-being Vol. 2021-2(6)-Paper 6 teaching dead languages Vol. 2021-1(5)-Paper 5 teaching English as a foreign language Vol. 2019-2(2)-Paper 12 teaching foreign language Vol. 2019-2(2)-Paper 1 teaching listening Vol. 2020-1(3)-Paper 9 teaching methodology Vol. 2020-1(3)-Paper 9, Vol. 2021-2(6)-Paper 2 teaching of language Vol. 2021-2(6)-Paper 8 teaching practice Vol. 2021-2(6)-Paper 7 teaching reading Vol. 2020-1(3)-Paper 9 teaching target culture Vol. 2020-2(4)-Paper 3 teaching visual language Vol. 2021-2(6)-Paper 9 team teaching Vol. 2022-1(7)-Paper 8 teamwork Vol. 2022-1(7)-Paper 8 techniques for teaching Business English Vol. 2020-1(3)-Paper 8 TEFL Vol. 2020-1(3)-Paper 7, Vol. 2021-1(5)-Paper 8 tensions between authoring texts and readability Vol. 2020-1(3)-Paper 6 test-teach-test Vol. 2020-1(3)-Paper 9 text production Vol. 2019-1(1)-Paper 9 texttbook texts Vol. 2022-2(8)-Paper 11 theoretical and practical aspects of team teaching Vol. 2022-1(7)-Paper 8 think-aloud Vol. 2022-2(8)-Paper 11 thinking, language ERL Journal’s Scope Minor top-down strategies Vol. 2020-1(3)-Paper 7 toys Vol. 2022-2(8)-Paper 9 traditional teaching Vol. 2021-1(5)-Paper 2 traditional themes in classroom activities/feedback/TTT/rapport Vol. 2021-1(5)-Paper 2 (T) transition from monolingual to multilingual teaching model Vol. 2022-1(7)-Paper 5 translation and interpreting studies Vol. 2021-2(6)-Paper 1 translation students Vol.2023-2(10)-Paper 12 transversal competences Vol. 2020-2(4)-Review 12 turbulent time Vol. 2022-2(8) Turkish trainees Vol. 2023-1(9)-Paper 11 typology of discourse markers Vol.. 2022-1(7)-Paper 1

Ukraine Vol. 2022-2(8)-Paper 5 Ukrainian Vol. 2022-1(7)-Paper 6 Ukrainians Vol. 2022-2(8)-Paper 5 Ukrainian Sunday school Vol. 2022-1(7)-Paper 6 universal emotions Vol.2023-2(10)-Paper 9 university preparation, teacher Vol. 2021-2(6)-Paper 7 university preparatory class Vol. 2019-2(2)-Paper 7 university setting Vol. 2022-1(7)-Paper 1 university students Vol. 2019-2(2)-Paper 10, Vol. 2020-1(3)-Paper 3

verb and adverb systems in English Vol. 2020-2(4)-Paper 8 verbalising the un-verbalised Vol. 2024-1(11)-Introduction virtual conference Vol. 2020-1(3)-Report 11 virtual identity Vol. 2021-2(6)-Paper 5 virtual reality Vol. 2019-1(1)-Paper 5 visual language teaching and learning Vol. 2021-2(6)-Paper 9 vocabulary Vol. 2019-1(1)-Paper 10 vocabulary acquisition Vol. 2020-1(3)-Paper 8 vocabulary teaching Vol. 2020-1(3)-Paper 8 VR see: virtual reality

weaponisation of language Vol. 2019-1(1)-Paper 4 well-being Vol. 2021-1(5)-Paper 1, Vol. 2021-2(6)-Paper 6 wellbeing essentials Vol. 2020-1(3)-Paper 3 West Bank Vol. 2022-1(7)-Paper 4 WhatsApp Vol. 2019-2(2)-Paper 4 white working-class culture Vol. 2024-1(11)-Paper 12 wordless picture books Vol. 2022-1(7)-Paper 3 working-class culture Vol. 2024-1(11)-Paper 12 workshop Vol. 2024-1(11)-Paper 13 world knowledge Vol. 2019-2(2)-Paper 7 writing Vol. 2020-2(4)-Paper 9, Vol. 2021-1(5)-Paper 1, Vol. 2024-1(11)-Paper 1 writing beliefs Vol. 2024-1(11)-Paper 1 writing instructions Vol. 2022-2(8)-Paper 3 writing skills Vol. 2019-1(1)-Paper 12 written discourse Vol. 2020-1(3)-Paper 1 written language Vol. 2019-1(1)-Section IV

youth Vol. 2019-1(1)-Paper 7

zones of interculturality Vol. 2024-1(11)-Paper 13