ERL Journal follows ERLA’s trajectory (to be seen and read about at ERLA Projects)
FORTHCOMING ISSUES
2025 (Cycle 2-Year 3) yearly focus: Language (-) Activity
Volume 2025-1(13):
ACTIONS IN LANGUAGE EDUCATION
(paper submission deadline: 15 July 2025)
PUBLISHED ISSUES
2024 (Cycle 2-Year 2) yearly focus: Language (-) Beliefs
Volume 2024-2(12): BELIEFS IN LINGUISTIC EDUCATION Full volume (PDF)
Contents structure: Beliefs through explicit lenses / Beliefs through implicit lenses
Volume 2024-1(11): LINKS BETWEEN BELIEFS AND LANGUAGE Full volume (PDF)
Contents structure: Focusing on beliefs / Capitalising on beliefs
2023 (Cycle 2-Year 1) yearly focus: Language (-) Affect
Volume 2023-2(10):THE EMOTIONAL DIMENSION OF LANGUAGE AND OF LINGUISTIC EDUCATION Full volume (PDF)
Contents structure: The emptional dimension of linguistic education / The emotional dimension of language
Volume 2023-1(9): THE AFFECTIVE SIDE OF LANGUAGE LEARNING AND USE Full volume (PDF)
Contents structure: Prioritising affect / Building upon affect
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Special Issue 1: LSP EDUCATION SERVING CROSS-CULTURAL COMMUNICATION Full volume (PDF)
Contents structure: Science in LSP contexts / Translanguaging in LSP contexts / Language skills in LSP contexts
2022 (Cycle 1-Year 4) yearly focus: Linguistic Diversity
Volume 2022-2(8):LINGUISTIC CONTEXTS AND DIVERSITY IN EDUCATION Full volume (PDF)
Contents structure: Diverse linguistic contexts / Diverse linguistic means
Volume 2022-1(7): PLACING LANGUAGE IN THE CENTRE OF SCHOOLING Full volume (PDF)
Contents structure: Centralising spoken and written text / Centralising language-oriented methods and policies
2021 (Cycle 1-Year 3) yearly focus: Linguistic Well-being
Volume 2021-2(6):LINGUISTIC WELL-BEING (before, during, and after the pandemic) Full volume (PDF)
Contents structure: Recognising the linguistic well-being of students / Appreciating the linguistic well-being of educators
Volume 2021-1(5): COVID-19 – A SOURCE OF THREATS OR OPPORTUNITIES FOR LINGUISTIC EDUCATION? Full volume (PDF)
Contents structure: Loses and gains on the pedagogical stratum / Challenges and perspectives on the linguistic stratum
2020 (Cycle 1-Year 2) yearly focus: Linguistic Identity
Volume 2020-2(4): (RE-)SHAPING ONE’S IDENTITY WITH LANGUAGE Full volume (PDF)
Contents structure: Interdisciplinary perspectives / Cross-cultural encounters / Pursuits of linguistic quality / Assimilative intersections
Volume 2020-1(3): EXAMINING LEARNER AND TEACHER LANGUAGE IDENTITY Full volume (PDF)
Contents structure: Identity on the level of … critical awareness / … official diocuments / … educational texts / … didactic practices
2019 (Cycle 1-Year 1) yearly focus: Communication
Volume 2019-2(2):ENHANCING MULTICULTURALISM IN EFL COMMUNICATION Full volume (PDF)
Contents structure: Multiculturalism in didactice practices / Multiculturalism in educational documents / Multicultural beliefs / Multicultural experience
LAUNCH ISSUE–Volume 2019-1(1): BOOSTING THE EDUCATIONAL EXPERIENCING OF LANGUAGE Full volume (PDF)
Contents: Experiencing … language content / … digital interaction / … the spoken language / … the written word
SPECIAL CALLS
LATEST CALL: ON THE BORDERLINE BETWEEN L2/FL SPEAKING AND ITS SISTER SKILLS AND SUBSYSTEMS
Strands-oriented calls
Other calls
I. Educational Role of Language at the level of SOCIAL AND CULTURAL DETERMINANTS
We seek papers addressing questions such as the following: (1a) What function of language is assigned by educational systems of different countries? (1b) What approach to language do teachers of different nationalities represent?, (2a) How is children’s language activity valued and assessed in educational systems of different countries?, (2b) What hinders the development of pupils’ language competence in different societies and cultures?, (3a) How do children of particular nationalities experience their contact with and use of language?, (3b) What differences can be observed in pupils’ approach to their native and foreign languages?, (4a) To what extent does children’s language use reflect national (stereotypical) characteristics?, (4b) What image of the world is reflected by textbooks used by pupils in particular countries?, etc.
II. Educational Role of Language at the level of LANGUAGE SKILLS, especially SPEAKING
We also seek papers addressing problems such as: What objectives are assigned to four language skills?, What sources do teachers implement for practising L1 and L2 skills?, What means are recommended in official documents to maximise pupils’ language production?, How much sense of freedom do schools advocate with regard to pupils’ choice of books and other texts?, What type of texts do pupils read/write most frequently/willingly?, By what means is creative writing encouraged?, What types of speaking skills are most representative in different cultures?, Which genres prove most conducive to pupils’ motivation to read (and thus to general education)?, Which elements of pupils’ native language prove most fossilised in their written texts?, What general abilities does effective writing require and foster?, etc.
III. ‘HOW DO WE UNDERSTAND THE EDUCATIONAL ROLE OF LANGUAGE?‘, answered from different perspectives from around the world.
This overall question has been broken into the following four problems relating to language vs. beliefs, activity, affect and thinking, which we encourage authors to present their position on: (1). What theories and studies shape your understanding of the educational role of language? (2). What concepts and findings drive and support your students’ language-based practices? (3).Which educational events and methods affect the way students feel about their language(s)? (4). What language images and representations are recommendable for educational purposes?These questions are only exemplary and papers addressing the said general question can propose its different interpretations.
THEMATIC RANGE
Note that ERL Journal has come into existence upon a number of classifications to be reflected by the structure of each of its volumes:
1. issues to be raised: educational issues through the prism of (applied) linguistics & linguistic issues examined from the pedagogical perspective,
2, problems to be posed: factual (i.e. on facts, situations, circumstances), reflective (i.e. on personal beliefs, preferences, convictions), phenomenal (i.e. on phenomena, processes, regularities, etc.), argumentative (general arguments, ideas, values), etc,.
3. disciplines to be capitulated on: inter alia, psycholinguistics, sociolinguistics, language anthropology, methodology of teaching foreign languages, etc.
4. specialists to be consulted: applied linguists, educational anthropologists, L1 and L2 teachers, cognitive science, discourse analysts, etc.
Here you can find out more about ERL JOURNAL’s …
TRAJECTORY AND THEMES
ALL TITLES PUBLISHED (in the alphabetical order)
ERL JOURNAL – INDEX OF THINGS
GEOGRAPHICAL DIVERSITY