Journal of Language Identity and Education

Scope & Guideline

Bridging Language and Identity in Educational Practices

Introduction

Immerse yourself in the scholarly insights of Journal of Language Identity and Education with our comprehensive guidelines detailing its aims and scope. This page is your resource for understanding the journal's thematic priorities. Stay abreast of trending topics currently drawing significant attention and explore declining topics for a full picture of evolving interests. Our selection of highly cited topics and recent high-impact papers is curated within these guidelines to enhance your research impact.
LanguageEnglish
ISSN1534-8458
PublisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Support Open AccessNo
CountryUnited Kingdom
TypeJournal
Convergefrom 2010 to 2024
AbbreviationJ LANG IDENTITY EDUC / J. Lang. Identity Educ.
Frequency6 issues/year
Time To First Decision-
Time To Acceptance-
Acceptance Rate-
Home Page-
Address2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND

Aims and Scopes

The Journal of Language Identity and Education focuses on the intricate relationship between language, identity, and educational practices. It aims to explore how language shapes, and is shaped by, individual and collective identities within diverse educational contexts. Through a multidisciplinary approach, the journal addresses both theoretical and practical implications of language practices in identity formation and educational settings.
  1. Language and Identity Intersections:
    The journal emphasizes research that investigates how language use intersects with identity formation, particularly in multilingual and multicultural contexts. This includes exploring the identities of teachers and learners and how these identities influence language learning and teaching practices.
  2. Diverse Educational Contexts:
    The scope includes studies conducted in various educational settings, such as K-12, higher education, and community-based programs. It focuses on the role of language in shaping educational experiences and outcomes for diverse populations, including marginalized groups.
  3. Translanguaging and Multilingualism:
    A significant focus is on translanguaging practices and multilingualism, exploring how these concepts challenge traditional language boundaries and contribute to identity negotiation within educational frameworks.
  4. Critical Perspectives on Language Policy:
    The journal aims to critically analyze language policies and their implications for identity and education, looking at how policies affect language use and cultural identity in educational settings.
  5. Narrative and Qualitative Research Methodologies:
    Research published often employs narrative and qualitative methodologies to capture the lived experiences of individuals navigating their identities in relation to language learning and teaching.
The Journal of Language Identity and Education is witnessing a rise in specific themes that reflect contemporary challenges and innovations in language education. This section outlines the trending and emerging scopes that are gaining traction in recent publications.
  1. Identity and Social Justice in Language Education:
    There is a growing emphasis on the intersection of language education and social justice, exploring how language practices can empower marginalized communities and challenge inequities in educational settings.
  2. Translanguaging as an Educational Practice:
    Research focusing on translanguaging—where bilingual individuals draw on multiple languages in communication—is increasingly prevalent. This trend highlights its role in identity negotiation and as a pedagogical tool that enhances learning experiences.
  3. Impact of Digital Literacies on Language Identity:
    Emerging studies are investigating the influence of digital literacies on language identity, particularly how online platforms and social media shape language use and identity construction among learners.
  4. Teacher Identity in Multilingual Contexts:
    There is a rising interest in the identities of language teachers in multilingual classrooms, examining how their personal and professional identities affect their teaching practices and interactions with students.
  5. Narratives of Language Learners:
    An increasing number of publications focus on the narratives of language learners, emphasizing personal stories and experiences that reveal the complexities of language learning and identity formation.

Declining or Waning

As the Journal of Language Identity and Education evolves, certain themes have begun to recede in prominence. This section highlights areas that have seen a decline in focus, reflecting shifts in the journal's research priorities and the broader academic landscape.
  1. Traditional Bilingual Education Models:
    There is a noticeable decline in research centered around traditional bilingual education models, which have been overshadowed by more dynamic approaches such as translanguaging and critical bilingualism. The shift indicates a move towards understanding bilingualism as a fluid and context-dependent phenomenon rather than a fixed model.
  2. General Language Teaching Strategies:
    Research focusing solely on generic language teaching strategies without the integration of identity or sociocultural factors appears to be waning. The journal increasingly prioritizes studies that connect language pedagogy with identity construction and social justice.
  3. Static Language Ideologies:
    Themes centered around static language ideologies, which view language as a set of fixed rules or norms, are declining. The journal is moving towards more nuanced discussions of language as a dynamic and evolving entity influenced by identity, culture, and context.

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