Key premise. A person’s education is determined by how language operates on four levels – beliefs, activity, affect and thinking. To be maximally educational, the experiencing of language by a person comprises these four dimensions, which implies a need for their comprehensive studies.

General rationale. How language affects a person’s education depends on multiple axiological, psychomotor, affective, and cognitive factors. For instance, what a person thinks of language (e.g. on whether it is worth speaking or not) and how much a person speaks determines that person’s mental faculties. Conversely, how a person understands a given issue (as well as how s/he feels about it) impacts on how interesting utterances s/he produces. Hence, there exist relationships between language and all the aforementioned educational domains.

Specific issues. Accordingly, ERL Journal welcomes papers concerning issues falling within one or more of the four domains, such as: status of language in school curricula, language of textbooks, language activity of children or grown-ups, stages of language fossilization, argumentative skills, language learning styles, verbalization of knowledge, approaches to oracy, personal experiencing of language skills, language image of the world, cognitive discourse functions, language reflectivity, etc.

Expected outcome. Collection of theoretical proposals and empirical data supporting learner-oriented educational practice; exploration of the relationship between language and four educational domains; detection of factors determining learners’ language identity/personality; accumulation of data providing assistance in construction of language-grounded educational systems.