期刊名称：JOURNAL OF LANGUAGE IDENTITY AND EDUCATION
 期刊简介(About the journal)
投稿须知(Instructions to Authors)
编辑部信息(Editorial Board)
About the journal
Abstracted/indexed in: PsycINFO/Psychological Abstracts; Linguistics Abstracts; Linguistics and Language Behavior Abstracts; EBSCOhost Products; Cabell' Directories; Family Index Database; Education Research Abstracts; Contents Pages in Education; Cabell' Directory of Publishing Opportunities in Educational Psychology and Administration; and Social Sciences Citation Index® and Arts & Humanities Citation Index®.
Instructions to Authors
Editorial Scope:
The Journal of Language, Identity, and Education (JLIE) is an international forum for interdisciplinary research that is grounded in theory and of interest to scholars and policymakers. Education plays a central role in promoting social development, stability, integration, and equity in a linguistically and culturally diverse world. Policy decisions in educational settings today often require an understanding of the relations between home language/variety and school language/variety, relations of language, ethnicity, and gender identity construction, societal attitudes toward languages/varieties, and differential performance across groups. JLIE will consider submitted contributions to its Articles, Research Notes, and The Forum section. JLIE seeks cutting edge interdisciplinary research from around the world, reflecting diverse theoretical and methodological frameworks and topical areas and solicits articles that deal with the following topics:
Educational policies and approaches that explicitly address various dimensions of diversity;
The formation and consequences of identities in educational and other social contexts;
Language policies and linguistic rights in educational contexts;
The role of indigenous languageslvarieties in education;
Critical studies of literacy policies, national literacy and biliteracy demographics, the socioeconomic and political
significance of literacy, and societal expectations regarding literacy;
Research on the relation between home/local linguistic and cultural socialization and schooling;
Critical and comparative analyses of official and legal frameworks for educational policies and practices in
diverse settings;
Critical studies of school and community attitudes and expectations about schooling;
Critical studies about bias in schooling practices;
Research on educational practices that promote educational equity for diverse student populations;
The role of ideologies in educational language and cultural policies; and
Group-specific studies on special needs/issues and on effective policies and practices.
Submission Guidelines:
Manuscripts should be double-spaced——including title page, text, tables, charts, references, notes, and appendixes—and must adhere to the guidelines of the Publication Manual of the American Psychological Association (5th ed.). The first page should include the title, name(s), and affiliation(s) of author(s) and full contact addresses for correspondence (including e-mail). The second page should include the title (but no author identification), an abstract of not more that 150 words, a list of up to 6 key words, and a word count. Use either American or British spelling consistently within an article. Manuscripts must be single-sided, typed on 8 ” x 11” or A4 paper and should normally be no more than 25 to 30 double-spaced pages (including references, notes, and tables). Minimize the number of notes.
Research Notes:
The purpose of Research Notes is to publish work that deals substantively with matters of method and/or theory.
This includes: Critiquing current methods or models of theory or research methodology; pointing out the value of alternative
approaches; recontextualizing research within alternative frameworks. Articles for this section normally should not exceed 4,000-5,000 words. Articles will be evaluated on the clarity of exposition of the problem/issues, and cogency of alternative approaches. Articles should be accessible to non- specialists while demonstrating a sophisticated treatment of the theories and methods under review. Articles may be sent electronically (as e-mail attachments in Word or .rtf format) to the Editors at JLIElist@asu.edu.
The Forum:
JLIE invites commentary on current issues on any of the topics within JLIE's editorial scope. It also welcomes
responses or rebuttals to articles or reviews published in the journal. Articles intended for The Forum should generally not exceed 3,000 words, and may be sent electronically (as e-mail attachments in Word or .rtf format) to the Editors at JLIElist@asu.edu.
Thomas Ricento, Professor and Chair, English as an Additional Language , Faculty of Education, University of Calgary.
Terrence G. Wiley, Professor, Division of Educational Leadership and Policy Studies, College of Education, Arizona State University, Tempe.
Book Review Editor:
Vaidehi Ramanathan, Department of Linguistics, University of California, Davis, CA 95616. Phone: 530-752-0191. E-mail: vramanathan@ucdavis.edu
References:
Cite in the text by author and date (Smith, 1983). Prepare reference list in accordance with the APA Publication Manual,
4th ed. Examples:
Journal: Brierly D., (2007). Emotional memory for words: Separating content and context . Cognition & Emotion, 21(3), 495-521. Book: Smith, E., & Mackie, D. (2000). Social psychology. Philadelphia: Psychology Press.
Contribution to a Book: Tanner, W. P. & Swets, J. A. (2001). A decision-making theory of visual detection. In S. Yantis (ed.), Visual perception (pp. 48-55). Philadelphia: Psychology Press.
Illustrations:
Illustrations submitted (line drawings, halftones, photos, photomicrographs, etc.) should be clean originals or digital files. Digital files are recommended for highest quality reproduction and should follow these guidelines: 300 dpi or higher; Sized to fit on journal page; EPS, TIFF, or PSD format only; Submitted as separate files, not embedded in text files.
Tables and Figures:
Tables and figures (illustrations) should not be embedded in the text, but should be included as separate sheets or files. A short descriptive title should appear above each table with a clear legend and any footnotes suitably identified below. All units must be included. Figures should be completely labeled, taking into account necessary size reduction. Captions should be typed, double-spaced, on a separate sheet. All original figures should be clearly marked in pencil on the reverse side with the number, author's name, and top edge indicated.
Proofs and Reprints:
Page proofs are sent to the designated author using Taylor & Francis' Central Article Tracking System (CATS). They must be carefully checked and returned within 48 hours of receipt. Reprints of individual articles are available for order at the time authors review page proofs. A discount on reprints is available to authors who order before print publication.
Editorial Board
EDITORS
Thomas Ricento
University of Calgary
Terrence G. Wiley
Center for Applied Linguistics
BOOK REVIEW EDITOR
Vaidehi Ramanathan - University of California, Davis
EDITORIAL ASSISTANTS
Kara T. McAlister - Arizona State University
Kelly E. Murphy - University of Calgary
EDITORIAL ADVISORY BOARD
Dwight Atkinson - Purdue University
Theresa Austin - University of Massachusetts, Amherst
Colin Baker - University of Wales, Bangor
Robert Bayley - University of California, Davis
Sarah Benesch - College of Staten Island/City University of New York
David Block - University of London
Felecia Briscoe - University of Texas, San Antonio
Janina Brutt-Griffler - State University of New York, Buffalo
Suresh Canagarajah - Pennsylvania State University
Ursula Casanova - Arizona State University
JoAnn (Jodi) Crandall - University of Maryland, Baltimore County
Kathryn Davis - University of Hawaii, Manoa
James Paul Gee - Arizona State University
Nancy H. Hornberger - University of Pennsylvania
Yasuko Kanno - Temple University
Kimi Kondo-Brown - University of Hawaii, Manoa
Juliet Langman - University of Texas, San Antonio
Jeff MacSwan - Arizona State University
Sinfree Makoni - Penn State University
Stephen May - University of Auckland, New Zealand
Teresa L. McCarty - Arizona State University
Mary McGroarty - Northern Arizona University
Brian Morgan - York University
Bonny Norton - University of British Columbia
Tope Omoniyi - Roehampton University
Aneta Pavlenko - Temple University
Alastair Pennycook - University of Technology, Sydney
Robert Phillipson - Copenhagen Business School
John Rickford - Stanford University
Keiko Samimy - Ohio State University
Otto Santa Ana - University of California, Los Angeles
Elana Shohamy - Tel Aviv University
Tove Skutnabb-Kangas - University of Roskilde
Kamal F. Sridhar - State University of New York, Stony Brook
James Tollefson - International Christian University, Japan
Guadalupe Vald s - Stanford University
Wayne E. Wright - University of Texas, San Antonio
Ruth Wodak - Lancaster University
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