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 āthe educational role of languageā, 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 Ā 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 Journalās 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 Journalās 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 āeducational role of languageā, 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 journalās 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 journalās diversity of data, researchers, theories and methods.