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ERL Journal remains open to new authors, ideas, findings, theories, methodologies, and interdisciplinary approaches.
ERL Journal strives to be balanced on multiple levels, including education/language, theory/practice, western/eastern culture, and many more.
ERL Journal aspires to be reader-friendly in many ways, especially by addressing issues that truly matter, with a clear focus and approachable language.
ERL Journal hopes to prove ground-breaking thanks to promoting innovative papers presenting novel research highlighting the educational role of language.
ERL Journal studies and rests on the omnipresence of LANGUAGE in EDUCATION.
LANGUAGE-wise, its policy is to promote and popularise studies of how language determines LEARNING and TEACHING at ALL LEVELS of EDUCATION, how it affects what we believe, how we act, what we feel and think, with these issues being studied in different EDUCATIONAL SETTINGS, across different CULTURES, by means of different METHODOLOGIES, taking into account different PERSONALITIES;
EDUCATION-wise, its policy is to promote and popularise studies of how education shapes our LANGUAGE, defines the character and boundaries of our COMMUNICATION, how it operates on the level of four LANGUAGE SKILLS, and how it proceeds through TEXTS.
As each contact of LANGUAGE with EDUCATION generates room for the educational role of language (or vice versa), ERL Journal recognises the need to study the position of LANGUAGE in EDUCATION as comprehensively as EDUCATION itself.
ERL Journal adheres to its coherent and commonsensical Code of Conduct constructed and construed in accordance with the principles of organizations providing guidelines for scientific journals, predominantly those set by COPE (Committee on Publication Ethics). For the sake of simplicity, they have been formulated as falling into the following four components:
In order to ascertain clarity as to whom particular guidelines pertain, ERL Journal strives to follow the following practices stipulated separately for: