Second Language Acquisition
Studies in Second Language Acquisition
136 followers
Journal of Psycholinguistic Research
222 followers
The Journal of Psycholinguistic Research covers a broad range of approaches to the study of the communicative process, including: the social and anthropological bases of communication; development of speech and language; semantics (problems in linguistic meaning); and biological foundations. It also examines the psychopathology of language and cognition as well as the neuropsychology of language and cognition.
The journal publishes carefully selected papers from the several disciplines engaged in psycholinguistic research, providing a single, recognized medium for communications among linguists, psychologists, biologists, sociologists, and others.
Latin American Journal of Content & Language Integrated Learning
3 followers
The Latin American Journal of Content & Language Integrated Learning (LACLIL) is a peer-reviewed journal for teachers, researchers, and educational administrators who are interested in researching, implementing or improving content-based language learning approaches, techniques, and policies.
LACLIL welcomes submissions of research articles, commentaries, and reviews related to content and language integrated learning and instruction from researchers of any nationality, in any part of the world.
Classroom Discourse
56 followers
Classroom Discourse is an international, peer reviewed journal that provides a forum in which research from language and education disciplines can be combined.
The Journal focuses on research that considers discourse and interaction in settings where activity is deliberately organised to promote learning. While most papers focus on the discourse of classrooms, others report research in more informal, naturalistic settings in which, while learning is certainly still taking place, it is not occurring in the typical and ‘traditional' space of a classroom. Examples might include online tutorials, peer-peer interactions of work-in-progress, and dialogues between ‘trainer and trainee' in a workplace context.
In order to deal with the range of phenomena identified in the Journal's wide interpretations of both ‘classroom' and ‘discourse', contributions are invited from across the range of theoretical perspectives and research methods. Thus, articles are welcomed which use such perspectives as ethnomethodology, conversation analysis, discursive psychology, multimodal analysis, systemic functional linguistics, genre theory, studies on ‘voice', identity studies, critical discourse analysis (CDA), sociocultural theory, cultural-historical activity theory, communities of practice, linguistic ethnography and linguistic anthropology, and poststructuralist discourse analysis.
The Journal invites contributions from researchers working in any educational setting, in any subject, at any educational level, anywhere in the world. Work reporting on international and inter-disciplinary research is especially welcome.