ERL Journal is designated for papers on cross-disciplinary, educational and linguistic, issues. It is meant to address (I) the position of language and how it is put into practice across different schools, cultures, methods and personalities, and (II) the experiencing of language by learners in terms of their language beliefs, activity, affect and cognition. ERL Journal includes theoretical and empirical papers, presenting qualitative and quantitative approaches. Resting on the overarching premise of language shaping our reality and education (assignment of meanings to the world and subject matter learnt), it ultimately aims to unravel this process and to boost the position of language in education. ERL Journal’s MISSION STATEMENT.
ERL Journal is international, interdisciplinary, peer-reviewed, and double-blinded. It follows its OPEN ACCESS STATEMENT.
Its area of interest comprises ‘Scope Major‘ (issues marked as ‘Module 1’) and ‘Scope Minor‘ (issues marked as ‘Module 2’).
ERL JOURNAL ISSUES
SUBMIT TO ERL JOURNAL
EDITORS & REVIEWERS
PRACTICES & STATEMENTS
KEY DATA & 10 QUALITY BENCHMARKS
Here you can find out more about ERL JOURNAL’s …
TRAJECTORY AND THEMESĀ
ALL TITLES PUBLISHED (in the alphabetical order)
ERL JOURNAL – INDEX OF THINGS
GEOGRAPHICAL DIVERSITY
To see the practices we follow with regard to transparency and malpractice avoidance, go to our GUIDELINES
If you wish to join us, choose ‘Editors & Reviewers’ and go to the section of your choice for the appropriate form to fill in.