Why publish in ERL JOURNAL? – Our Authors often do so for the following reasons:
- SUBSTANTIVE reasons: interdisciplinary content published in ENGLISH; room for empirical and practical papers presenting hard data and fresh ideas from both advanced researchers as well as up-and-coming investigators;
- GEOGRAPHICAL reasons: wide readership due to the diversity of authors, reviewers, editorial board members; no bias on the level of countries, educational systems, pedagogical solutions;
- TECHNICAL reasons: quick previews (without the need to log in); publication of valid research without long wating time for feedback or publication itself; direct contact with different members of the editorial board; author-friendly template;
- DEVELOPMENTAL reasons: possibility of special volumes co-edited by people from all around the globe; option of creating a “stream” within any of our eight strands and becoming the journal’s stream representative.
And there is also the financial reason: THERE’S NO PUBLICATION FEE INVOLVED ON THE PART OF THE AUTHORS.
You can also check our INDEXING status and check our presence on JOURNAL REGISTERS SPECIALLY RECOGNISED IN PARTICULAR COUNTRIES.
NOTE: AS WE RESPECT YOUR TIME AND EFFORT, YOU ARE FREE TO SEND YOUR PAPER FOR AN INITIAL PREVIEW BY THE EDITOR BEFORE YOU OFFICIALLY SUBMIT YOUR PAPER. IF YOU OPT FOR SUCH A PREVIEW, YOU DO NOT NEED TO ADAPT ITS FORM TO THE FORMAT DESCRIBED BELOW. SEND IT TO firstname.lastname@example.org AND YOU WILL RECEIVE PRELIMINARY COMMENTS WITHIN NOT MORE THAN 4 DAYS.
Papers need to be submitted as an email attachment to email@example.com.
Include your data as the author(s) in a separate file enclosed to the same message as the paper.
- Abstract: up to 150 words; Calibri 10pt, single-spaced; presenting main points
- Keywords: up to 8 words
- Text proper: up to 40,000 characters; Calibri 11pt; 1.5-spacing; divided into sections with headings;
- Tables & figures: titles and consecutive numbers above, notes on form or content below
- Highlighting: main ideas & findings can be put in bold; specialized terms can be put in italics
- Examples: if given in languages other than English, they should be accompanied by English translations (in parentheses)
In the text they should take the form (Duranti 2004: 451).
The closing section of references should take the following form (Calibri 10pt):
- Books – for example:
Popper, K.R. (1981). Objective knowledge. An evolutionary approach. Oxford: Oxford University Press.
Anderson, A., Lynch T. (1988). Listening. Oxford: Oxford University Press.
- Book chapters – for example:
Wasilewska, A. (2017b). Expansion of linguistic paradigm, in: M. Daszkiewicz, A. Wasilewska, E. Filipiak, R. Wenzel, Educational Role of Language, Gdańsk: Wydawnictwo “Katedra”, 137-150.
- Journals – for example:
Gass, S., Mackey, A. (2006). Input, interaction, and output: an overview, AILA Review, 19 (1). 3–17.
- Internet – for example:
Coles, A. (2002). Teaching strategies related to listening and hearing in two secondary classrooms, Research in Mathematics Education, vol. 4, no. 1, pp. 21-34. http://dx.doi.org/10.1080/14794800008520100 (27 July 2018).
- Affiliation Provide: name of university / lower-level unit (e.g. faculty)
- Contact details Provide: email address / correspondence address
- Reviews up to 10,000 characters / Calibri 11pt, 1.5-spacing
- Debates up to 10,000 characters / Calibri 11pt, 1.5-spacing
In accordance with the mission statement of ERL Journal, we prioritise papers which hold the following qualities concerning their:
GIST: ERL Journal gives precedence to papers based on the wider understanding of ‘the educational role of language’, that is on how language determines education rather than its narrower understanding confined to how important the command of language(s) is. In other words, our chief focus is on the bond between language and education rather than simply positive effects of knowing particular languages. Accordingly, the dominant element is scientific rather than utilitarian, although we do value papers including recommendations on how to put theory into practice (as well as the other way round). Another implication of ERL Journal’s chief focus is that we welcome studies focusing on the L1-FL/L2 bond (especially those involving English as one of the languages) and retaining balance between educational and linguistic studies, thus showing a clear interdisciplinary character of the ERL Journal’s papers.
CONTENT: We predominantly admit such papers that prove to break new grounds on the intersection of language and education. Their subject matter needs to fall within either the Scope Major or the Scope Minor, and their innovative edge can relate to multiple aspects, including novel teaching methods, scientific borrowings from other disciplines, modern research methodologies, authorial models, new terms and/or classifications, uncommon cross-language or cross-educational system analyses etc.
LANGUAGE: ERL Journal favours English as the language of publication, although other languages are not excluded. The rationale behind this preference is that English dominates the world of education globally. As a consequence, in the case of a journal devoted to the ‘educational role of language’, English papers are most likely to ensure, on the one hand, the inclusion of studies carried out all over the world, and, on the other hand, the widest readership possible. Yet, we gladly receive and publish papers presenting studies conducted in languages other than English and demonstrating what the educational role with such languages is. In such cases examples are shown in the original language, but the discussion of what the exemplify and what inferences can be drawn to them are written in English.
DIVERSITY: ERL Journal preserves diversity on the geographical and on the substantive level: with regards to the former, the journal has been created through cross-continental cooperation resulting in the formation of the editorial team, the advisory board, the board of reviewers and the panel of authors well reflecting the journal’s scope(s). As for the latter form of diversity, we strive to maintain it by promoting educationally-linguistic (or linguistically-educational) papers which add to the journal’s diversity of data, researchers, theories and methods.
In order to increase the likelihood of your publication, it helps to consider the following questions serving as a simple checklist for assessing concordance between your paper and the journal’s priorities. The more questions can be answered positively, the happier we shall be to publish your work. (When submitting a paper, you are free to provide a separate file with your own answers.)
Question 1: Does your paper concern the relationship between language and education?
Question 2: Does your paper make clear the relationship between theory and practice?
Question 3: Does the subject matter of your paper fall within Scope Major or Scope Minor?
Question 4: Does your paper retain a well-balanced interdisciplinary character?
Question 5: Does the language of your paper ensure wide readership?
Question 6: Does your paper address the educational role of a particular language?
Question 7: Does your paper present studies relating to less-researched educational settings?
Question 8: Does your paper add to the journal’s diversity data, researchers, theories, or methods?
Following the submission,
– we shall confirm the receipt of your paper within 48 hours,
– one appointed member of the editorial team will keep you updated on the stage of reviews,
– you will receive a decision concerning your paper on the very day we receive it ourselves,
– your paper, if positively reviewed, will be published in an ERL volume of your preference.
|ALL TITLES PUBLISHED IN ERL JOURNAL (alphabetically)|