Link UBWeb
Applied Linguistics (ELT & SLA) Journals
Selected by Ma Teresa Naves

Departament de Filologia Anglesa i Alemanya
Universitat de Barcelona 

ABSTRACT DATABASES

AL AND SLA JOURNALS:
AL, AP, ARAL, Atlantis, CMLR, IRAL, ITL, LL, LL&T,  LT (abstracts), LT, MLJ, RESLA, SAL, SLR, SSLA, SYSTEM, RTE, TQ

Philology Library: ARAL, Atlantis, IRAL, LT (abstracts), MLJ, SLR, SYSTEM
Educational Library: AL, AP, CMLR, ITL, LL, LT (abstracts) SSLA, RTE, SLR, TQ
ELT JOURNALS:
EJ, ELT, ET, LTA, L&E, Kappan, TJ, TM, TTE


JOURNALS ON WRITING:
AiRW, AW, CCC, C&C, JAC, JSLW, JTWC, RWIJ

JOURNALS ON BILINGUALISM

LINGUISTIC JOURNALS

EDUCATIONAL JOURNALS:
Learning & Instruction
 




AL AND SLA JOURNALS:
AL, AP, ARAL, Atlantis, IRAL, ITL, LL, LT (abstracts), LT, MLJ, RESLA, SAL, SLR, SSLA, SYSTEM, RTE, TQ

  • (AL) Applied Linguistics

  • Oxford : Oxford University Press
    Holdings: Educational UB Library
    E-TOC since 1998 Vol19 No 4

    Applied Linguistics Journal is published in collaboration with the following  organizations:
    The American Association for Applied Linguistics (AAAL)
    The British Association for Applied Linguistics (BAAL)
    The International Association of Applied Linguistics (AILA)

    Searchable archive of AL abstracts since 1980

    Applied Linguistics Homepage

    Editors: C Kramsch, USA & M Bygate, UK

    The aim of Applied Linguistics is to promote a principled approach to language education and other language-related concerns by encouraging enquiry into the relationship between theoretical and practical studies. The journal is less interested in the ad hoc solution of particular problems and more interested in the handling of problems in a principled way by reference to theoretical studies. Viewing applied linguistics as a relationship between theory and practice, the editors give priority to papers which develop specific links between theoretical linguistics studies, educational research, and the planning and implementation of practical programmes. Within this framework the journal publishes work in such areas of current enquiry as first and second language learning and teaching, bilingualism and bilingual education, discourse analysis, translation, language testing, language teaching methodology, language planning, the study of interlanguages, stylistics and lexicography. The Journal also contains a Reviews section.

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  • AP Applied Psycholinguistics

  • Cambridge University Press  ISSN: 0142-7164
    Applied Psycholinguistics Electronic edition since Vol 20, 1999

    Holdings at the UB Educational Library since Vol 7, 1986 to 20 1999

    UB E-TOC since 1998 Vol 3


     

    Applied Psycholinguistics publishes original research papers on the psychological processes involved in language. It examines language development and defects in adults and children with and without developmental disabilities. Articles in Applied Psycholinguistics address the nature, acquisition and impairments of language expression and comprehension, including writing and reading. This journal gathers together the best work from a variety of fields including linguistics, psychology, reading, education, language learning, sociology, speech and hearing, and neurology. In addition, issues include reviews of important new books, problem-oriented reviews of important or emergent areas, discussions of previously published papers, and methodological notes. In 2000, there will be a special issue on the evaluation of a European interactive, format-based, second-language teaching method for preschool and school-aged children. In 2001, a special issue on Phonological Representation will be published.

    Editors: Catherine E. Snow Harvard Graduate School of Education, USA & John L. Locke
    University of Cambridge, UK

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  • ARAL: Annual Review of Applied Linguistics

  • Cambridge University Press

    Holdings: Lletres Library

    No E-TOC

    No Electronic Table of Contents available either at the UB library nor at Union Catalogue Search

    Editor-in-Chief  Dr Mary McGroarty Northern Arizona University, USA

    ISSN:0267-1905.

    Annual Review of Applied Linguistics provides a comprehensive, up-to-date review of research in key  areas in the broad field of applied linguistics. Each  issue is thematic, covering the topic by means of critical summaries, overviews and bibliographic citations. Every fourth issue surveys applied linguistics broadly, offering timely essays on pedagogy, computer-assisted instruction, second-language acquisition, and lexicography, to name just a few of the important areas reviewed. Providing, on average, over 500 new citations each  year, the Annual Review of Applied Linguistics is an  invaluable resource for all applied linguists, language teachers, and students of linguistics.

    ARAL Homepage

    Topics
    Volume 1: A broad survey of the entire field of applied linguistics
    Volume 2: Language and language-in-education policy
    Volume 3: Written discourse
    Volume 4: Literacy
    Volume 5: A broad survey of the entire field of applied lingusitics
    Volume 6: International bilingual communities
    Volume 7: Language and the professions
    Volume 8: Communicative language teaching
    Volume 9: Second language acquisition research
    Volume 10: A broad survey of the entire field of applied linguistics
    Volume 11: Discourse analysis
    Volume 12: Literacy
    Volume 13: Issues in second language teaching and learning
    Volume 14: Language policy and planning
    Volume 15: A broad survey of the entire field of applied linguistics
    Volume 16: Technology and language
    Volume 17: Multilingualism
    Volume 18: Foundations of Second Language Teaching

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  • ATLANTIS Revista de la Asociación Española de Estudios Anglo-Americanos

  • Holdings: Philology UB Library

    Atlantis Homepage

    AEDEAN Homepage


    The journal of the Spanish Association for Anglo-American Studies (AEDEAN), publishes research on cultural, linguistic and literary topics, past and present, of English speaking communities, including pertinent cross-cultural and comparative analyses. Each year ATLANTIS carries at least twelve articles and an equal number of book reviews and notices of recent titles in either one or two issues totalling some 350 pages. In addition ATLANTIS offers a forum for commentaries and    interviews on matters of interest to its readers.
        The different perspectives and the general or specific character of the contributions published in this journal reflect the richly varied interests of the Association : ATLANTIS values papers that address significant problems, that include discussion on recent research, and that give attention to the theoretical and/or methodological implications of the questions examined.

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  • CMLR Canadian Modern Language Review / La Revue canadienne des langues vivantes

  • Toronto : Canadian Modern Language Review, [1944]
    ISSN 0008-3453
    Ontario Modern Language Teachers' Association
    Holdings: Educational Library at Vall d'Hebron (1st floor)
    (40,1983+1984 F1)41,1984+1985-43,1986+1987(44,1987+1988
                       N1-2)45,1988+1989-52,1995+1996
                       v. 53 no. 1-4 Oct. 1996-June 1997
                       v. 54 no. 1-4 Oct.-June 1998
                       v. 55 no. 1-4 Oct. 1998-June 1999
                       v. 56 no. 1-4 Sept. 1999-June 2000
                       v. 57 no. 1-2 Sept.-Dec. 2000
    Quarterly

    The Canadian Modern Language Review publishes peer-reviewed articles on all aspects of language learning and teaching – linguistics, language skills, curriculum, program design, psychology, methodology – making this a great tool for teachers, researchers, professors and policy makers who deal with the realities of second language learning. Article topics range from ESL, to French immersion, to international languages, to native languages. The journal's quarterly issues include reviews of relevant books and software, along with the helpful teaching techniques and plans in the ‘A Touch of...Class!’ section.

    Editors—Jill Sinclair Bell and Sharon Lapkin

    Canadian Modern Language Review Homepage

    E-TOC since 1998 Vol 55 N 1

    E-TOC from CMLR Homepage since 1987 Vol 54 N1

    It is not abstracted either in MLA, LLBA, or ERIC. It is abstracted in Sociological abstracts though.

    Heidelberg : J. Groos  ISSN 0019-042X

    Holdings: Philology and Educational UB libraries)

    E-TOC since 1998 Vol 36 No 4

    Editors: Peter Jordens and Eric Kellerman Assistant Editor: Kaoru Yoshioka  Publication: four issues p.a. Approx. 400 pages per volume.


     

    The International Review of Applied Linguistics in Language Teachingis a journal devoted to the scientific study of language in all its forms. From 2001, the language of publication will be English only.

    Following in the tradition established by Professor Gerhard Nickel, the new Editors wish to maintain IRAL’s long-term interest in areas of research which concern language in all its forms. We do not believe in narrow specialization, but envisage a journal whose contributions will continue to speak to a wide audience of scholars,
    practitioners and students. In this way, we also hope to put readers in touch with work with which they might notordinarily come into contact, but which might nonetheless prove interesting and relevant.

    We would therefore welcome contributions on first and second language acquisition and attrition (including sign language and gesture), bilingualism, language contact, pidgins and creoles, Language for Specific Purposes, instructed language learning, language technology, mother-tongue education, lexicology, terminology and
    translation. It is our intention that one issue per year will be thematically organized.

    Whatever the topic, our first criterion for selection is that papers should be theoretically grounded and based on careful research and method.

    On-line access requires registration!!!
     

  • (ITL) ITL: Review of Applied Linguistics

  • Leuven : Afdeling Toegepaste Linguïstiek at the Katholieke Universiteit Leuven

    E-TOC since 1998 Vol 121-122

    Holdings: Educational library

    Articles are accepted for publication in the field of applied linguistics in a broad sense.  ITL is published by the Department of Linguistics at the Katholieke Universiteit Leuven  (Belgium), with the financial assistance from the Universitaire Stichting (Belgium)
    Editor in Chief:  Nicole Delbecque [e-mail : Nicole.Delbecque@arts.kuleuven.ac.be]
    Editorial Committee: R. De Bleser, M. Debrock, J. De Kock, L.K. Engels, D. Geens, M. Goethals, W. Martin and K. Van  den Eynde
    Managing Editor: F. Dekoning [e-mail : Fred.Dekoning@arts.kuleuven.ac.be]
    I T L Review of Applied Linguistics P.O. Box 33 Blijde-Inkomststraat 21
     B-3000 Leuven, Belgium tel. +32 (0)16 325030 fax. +32 (0)16 324767

    ILT Homepage with table of contents but not abstracts

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  • (LL) Language Learning: A Journal of Applied Linguistics

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    Holdings: Educational UB library at Vall d'Hebrón)

    E-TOC since 1997

    Language Learning (Electronic Edition) since 1998

    Language Learning - A Journal of Research in Language Studies is a scientific      journal dedicated to the understanding of language learning broadly defined. It          publishes research articles that systematically apply methods of inquiry from Disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology and semiotics. It is concerned with fundamental theoretical issues in language learning such as          child, second and foreign language acquisition, language education, bilingualism,
    literacy, language representation in mind and brain, culture, cognition,
    pragmatics and intergroup relations. Since 1994, subscription includes an annual
    supplement - a volume from the Best of Language Learning Series or the
    Language Learning Monograph Series.

    A Journal of Research in Language Studies

    ISSN: 0023-8333

    General Editor: Alexander Z. Guiora, Department of Psychology, University of Haifa, Israel  Email: aguiora@research.haifa.ac.il;

                     Editor: Nick Ellis, University of Wales, Bangor, UK   Email: N.Ellis@bangor.ac.uk

                     Board of Directors: J. C. Catford (Chairman);  Alexander Z. Guiora (Executive Director)
                     Patrice Beddor;   Alister H. Cumming;  Madhav M. Deshpande; H. Joan Morley
                     Benjamin A. Stolz; John A. Upshur

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  • LL&T Language Learning and Technology

  • Language Learning & Technology is sponsored and funded by the University of Hawai'i National Foreign Language Resource Center (NFLRC) and the Michigan State University Center for Language Education And Research (CLEAR), and is co-sponsored by Apprentissage des Langues et Systèmes d'Information et de Communication (ALSIC), the Australian Technology Enhanced Language Learning Consortium (ATELL), the Center for Applied Linguistics (CAL), the Computer Assisted Language Instruction Consortium (CALICO), the European Association for Computer Assisted Language Learning (EUROCALL), the International Association for Language Learning Technology (IALL), and the University of Minnesota Center for Advanced Research on
    Language Acquisition (CARLA).

    Language Learning & Technology is a fully-refereed journal with an editorial board of scholars in the fields of second language acquisition and computer-assisted language learning. The focus of the publication is not technology per se, but rather issues related to language learning and language teaching, and how they are affected or enhanced by the use of technologies.

    Language Learning & Technology is published exclusively on the World Wide Web. In this way, the journal seeks to (a) reach a broad audience in a timely manner, (b) provide a multimedia format
     which can more fully illustrate the technologies under discussion, and (c) provide hypermedia links to related background information.
    Language Learning & Technology is currently published three times per year (January, May, September).
     

    Language Learning and Technology Homepage with full-text access
     

  • Language Teaching : The International Abstracting Journal for Language Teachers and Applied Linguists

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    Cambridge University Press

    Holdings: Educational UB library at Vall d'Hebrón from 1982 to 2001 and Philology Library from 1982 to 1999

    E-TOC

    Language Teaching Homepage  Online soon at Cambridge Journals Online
    ISSN: 0261-4448
    Editor
    Janet Hooper
    Devon, UK

    Published in association with The Centre for Information on Language Teaching and Research (CILT) and the British Council

    Language Teaching is an international journal which keeps readers informed of the latest findings in research relevant to language studies in education. The journal offers authoritative coverage of all significant international work, combined with particularly comprehensive coverage of European scholarship and research.

    Abstracts
    Each issue contains a collection of over 150 abstracts reporting up-to-date research in second and foreign language learning and teaching. The abstracts are compiled by scanning a wide range of key periodicals in different languages; the best of the current work is selected and summarised in English.

    Review Articles
    Each issue also contains a specially commissioned, authoritative state-of-the-art article which surveys an important area of the field. Recent and forthcoming topics include learner strategies, formulaic language, motivation, bilingual education in Europe and progression in foreign language learning. In an annual research review, Richard Johnstone also surveys the field to identify significant and emerging research trends in language teaching and learning over the previous year.

    Links
    The British Council
    Centre for Information on Language Teaching and Research
    Council of Europe

    Forthcoming Articles
    Language assessment
    Charles Alderson

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  • RESLA
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  • (SAL) Spanish Applied Linguistics

    Spanish Applied Linguistics is a journal devoted to theory and research on the acquisition and use of Spanish as a nonnative and bilingual language. SAL is published twice a year in December and June by the Department of Spanish Italian and Portuguese of the University of Illinois at Urbana-Champaign.

    Editor: Bill VanPatten   Associate Editor: Jane Berne  Assistant Editor: Joe Barcroft

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  • SLR Second Language Research

    Second Language Research Electronic edition since Vol 13 N 1 1997

    E-TOC since 1998 Vol 14 N 4

    Paper edtion at the Educational UB library since Vol. 6 N 1 1990

    Publisher: Edward Arnold Journals

    ISSN:  0267-6583

    Second Language Research publishes theoretical and experimental papers concerned with second language acquisition and second language performance. In  addition to providing a forum for investigators in the field of non-native language learning, it seeks to promote interdisciplinary research which links acquisition studies to related non-applied fields such as neurolinguistics, theoretical linguistics and first language developmental psycholinguistics.

    Each volume includes: one special guest-edited number with an in-depth focus on a particularly current theme specially commissioned review articles. addressing major issues in the field, forming a useful resource for the research community

    Editors: James Pankhurst,  Michael Sharwood Smith, School of Languages, Heriot-Watt University, Edinburgh, UK  Book Review Editor: Margaret Thomas, Boston College, Massachusetts, USA

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    JOURNALS ON WRITING
     
  • AiRW Advances in Writing Research  Norwood (NJ) : Ablex Publishing Corporation (Educational library) (No E-TOC) No Electronic Table of Contents available either at the UB library nor at Union Catalogue Search)
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  • AW Assessing Writing Online

  • Science Direct

    Table of Contents


     

    Assessing Writing Copyright © 2001 Elsevier Science Inc.

    The Editors welcome submissions that address writing assessment issues from diverse perspectives: classroom research, institutional, professional, and administrative. Journal articles explore various critical topics: assessment techniques from kindergarten through college classrooms; institutional, statewide, national and other large-scale assessment practices; evaluation in noneducational settings; the research, theory and historical context of writing assessment; and the relationship between other literacies, technology, and writing assessment.
     

    Audience: Educators, administrators, researchers, and all writing assessment
    professionals

    Abstracting / Indexing: ERIC and MLA International Bibliography

    PERGAMON

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    Holdings Educational Library  since 6,1988+1989-16,1999                       Vol. 17 Núm. 1-3 2000

    Union Catalog-E-TOCs since 1998 Vol 14 N 3

    An International Research Journal

    [Lafayette] : Purdue University[Michigan?] : Michigan Technological University, 1983

    Ampersand, the Elsevier Science linguistics newsletter

    Elsevier Science Linguistics programme home

    Computers and Composition: An International Journal of Teachers of Writing is devoted to exploring the use of computers in writing classes, writing programs, and writing research. It provides a forum for discussing issues connected with writing and computer use. It also offers information about integrating computers into writing programs on the basis of sound theoretical and pedagogical decisions, and empirical evidence. It welcomes articles, reviews,and letters to the Editors that may be of interest to readers, including descriptions of computer-aided writing and/or reading instruction, discussions of topics related to computer use of software development; explorations of controversial ethical, legal, or social issues related to the use of computers in writing programs; and to discussions of how computers affect form and content for written discourse, the process by which this discourse is produced, or the impact this discourse has on an audience.

    Abstracted in MLA and ERIC

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  • JAC

  • JAC is is a peer-reviewed journal publishing  theoretical articles on a variety of  topics related to rhetoric, writing,  multiple literacies, and the politics of  education.
    JAC provides a forum for scholars interested in theoretical approaches to the study of rhetoric, writing, multiple literacies, and the politics of difference. As a forum for interdisciplinary inquiry, the journal features articles that explore intersections between rhetoric and composition theory and theoretical work in other fields of study. Also featured are articles on workplace literacies, computers and writing, literature and writing, cultural studies and critical literacy, graduate education, and scholarly writing and publication. Articles that address important professional issues in composition studies, English studies, and higher education are also appropriate. JAC publishes articles on pedagogical theory but does not accept articles describing classroom practices unless those practices illustrate a pedagogical or critical theory.

    JAC is a member of the Council of Editors of Learned Journals and is indexed in the MLA International Bibliography, Linguistics and Language Behavior Abstracts, and the American Humanities Index. JAC is published with the financial support of the University of South Florida, Georgia State University, and Eckerd College.

    US ISSN 0731-6755

    Editor: Lynn Worsham    Online: George Pullman

    JAC Homepage

    JAC online archives (full-text)

     JAC Online Archive Search

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  • JSLW Journal of  Second Language Writing

  • Norwood : Ablex, ISSN: 1060-3743

    (UPF Gral library since 1997 Vol 6 & UAB library since 1994 Vol 3)

    E-TOC from the Union Library Catalogue since 1998 Vol  7

    Electronic edition from Science Direct since 1998 Vol 8

    The Journal of Second Language Writing, a refereed journal appearing four times a year, features theoretically grounded reports of research and discussion of central issues in second language and foreign language  writing and writing instruction. Areas of interest include: personal characteristics and attitudes of L2 writers,        L2 writers' composing processes, features of L2 writers' texts, readers' responses to L2 writing, assessment/evaluation of L2 writing contexts (cultural, social, political, situational) for L2 writing any other topic clearly relevant to L2 writing and/or writing   instruction

    Journal of Second Language Writing Online Homepage
     

    On-line Abstracts since 1st Volume (1992)

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  • JTWC Journal of Technical Writing and Communication

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    Farmingdale (N.Y.) : Baywood Publishing Co.

    Holdings: Educational library

    E-TOC from the Union Library Catalogue since 1998 Vol 26
      


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  • RW Reading and Writing: an Interdisciplinary Journal
    (External link to the  UPF library at Ramblas)

    E-TOC from the Union Library Catalogue since 1998 Vol 9

    Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than his own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education

     Editor: R. Malatesha Joshi Texas A&M University, College Station, USA
     Associate Editor:  Margaret J. Snowling Dept. of Psychology, University of York, UK
    Published by Urbana (Il.) : National Council of Teachers in English, 1967

    ISSN 0034-527X
     

    Reading and Writing an Interdisciplinary Journal Homepage

    Table of Contents since Vol 7  Issue 1 1995

    Search for Table of Contents and Article Information (not abstracts)

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    (No E-TOC available)

    Bilingualism is an international peer-reviewed journal focusing on bilingualism from a cognitive science perspective. The aims of the journal are to promote research on the bilingual person and to encourage debate in the field. Areas covered include: bilingual language competence, perception and production, bilingual language acquisition in children and adults, neurolinguistics of  bilingualism in normal and brain-damaged subjects, and non-linguistic cognitive processes in bilinguals. Bilingualism
     carries articles and research notes on all aspects of the bilingual person, and is published three times a year.
     

  • The Biligual Review. La Revista Bilingüe

  •  

     

    Tempe (Az.) : Arizona State University. Hispanic Research Center, Educational UB library.

    E-TOC from the Union Librart Catalogue since 1997 Vol 22
     

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    ELT JOURNALS

       
  • (EJ) English Journal

  •  

     

    National Council of Teachers of English, (Educational Library) UB

    E-TOC

    English Journal is published every other month by the National Council of Teachers of English (NCTE). Approximately 45,000 middle school, junior high school, and senior high school teachers, supervisors, and teacher educators read this refereed
    journal. Published since 1912, English Journal  is the official journal of the Secondary Section of the National Council of Teachers of English
    English Journal Homepage

       
  • (ELT) ELT Journal: An International Journal for Teachers of English to Speakers of Others Languages

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    Oxford University Press OUP in association with the British Council and with IATEFLISSN 0011-3565  (Educational UB Library)

    E-TOC since 1998 Vol 52

    Searchable archive of AL abstracts since 1981

    ELT Journal Homepage
     

    Board of Management:Tony Duff, UK; Simon Greenall, UK; Tony O'Brien, UK; cristina Whitecross, UK; Henry Widdowson, Austria

    ELT Journal is a quarterly publication for all those involved in the field of teaching English as a second or foreign language. It seeks to bridge the gap between the everyday practical concerns of ELT professionals and related disciplines such as education,  linguistics, psychology, and sociology that may offer significant insights.  ELT Journal aims to provide a medium for informed discussion of the principles and   practice which determine the ways in which the English language is taught and learnt around the world. It also provides a forum for the exchange of information among members of the profession world-wide.

    The Editor of ELT Journal is supported by an Editorial Advisory Panel whose members  referee submissions. Their decisions are based upon the relevance, clarity, and value of the articles submitted.

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    The International Review of the English Language. Cambridge University Press (Philology Library)  E-TOC since 1998 Vol 88 no 1

    Editor Dr Tom McArthur Cambridge, UK

    ISSN:0266-0784.

    English Today will interest everyone concerned with or fascinated by the English language –  teachers and advanced students of English as a first or second language; linguists, writers, broadcasters and journalists; and anyone with a broad, general interest in English. It covers all aspects of the language, including its uses and abuses, its international variations, its history, literature and linguistics, and its usages and neologisms. Special articles and regular features keep readers up to date with current opinion and recent developments. Vigorous debates continue on the nature and teaching of the international standard language, academic models of the language and the influence of new communication technologies on English.
     

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  • LE Linguistics and Education
    An International Research Journal
    (Link to Science Direct since 1998 Vol 10 N 1)

    Linguistics and Education includes articles presenting significant research and scholarship on all topics related to linguistics and education, including classroom interaction, language diversity in educational settings, language policy and curriculum, written language learning in educational settings, language disorders in educational settings, and the application of linguistics, sociolinguistics, psycholinguistics, discourse analysis, social semiotics, conversational analysis and ethnomethodology to educational issues.
    ISSN: 0898-5898 PERGAMON Co-Editors:  David Bloome, Vanderbilt University
    Jay L. Lemke, City University of New York

    E-TOC (1 to 11) from Linguistics and Education Homepage

    Linguistics and Education Homepage

    Linguistics and Education Homepage (ii)
     

    • (MT: revistats tots els números online: 4 números del Vol 10 i 4 del 11 des de 1998 fins 2000)
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  • (Kappan) Phi Delta Kappan

  • The professional print  journal for education, addresses policy  issues for educators at all levels. An  advocate for research-based school reform,  the Kappan provides a forum for debate on controversial subjects. Published since1915, the journal comes out monthly,  September-June. The Phi Delta Kappan is disseminated to all members of Phi Delta Kappa International

    Phi Delta Kappan Homepage with on-line articles

    MT Note all on-line articles on writing already printed. Lapointe, A 1986 ordered.

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  • TJ TESOL Journal

  • Alexandria ,Va.(Educational UB Library) E-TOC since 1998 Vol 7
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LINGUISTIC JOURNALS
 
  • CLN California Linguistic Notes   California   li? 'gwIs tik

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    ISSN 0741-1391
    CLN is published at the Program in Linguistics, California State University, Fullerton, California 92834-9480.  Editor, Alan S. Kaye (email: akaye@fullerton.edu);  Associate Editor, Robert D. Angus.

    full text

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    Further information about CCC on Line

    It began in 1950 and posits that it should be seen as a compliment to the work shown in College English. CCC's original policy was to "provide a forum in which controversial issues can be thrashed out" (Volume 1.3). "Thrashed out" is
    definitely a good way to describe the writing styles found in the first issues of the journal. Writer's respond to each others' views with words like, "The article....by ...Knickerbocker is an expression at the very least of a frivolous obscurantism, or at the most of a vigorously cultivated ignorance..." (Lloyd 1950) and "...the sentiments
    expressed in Mr. Lloyd's article .. have been reiterated so often, so righteously, and at such tedious length... I wish I could be as shocked by his article as he is by Mr. Kenneth L. Knickerbocker's, but I cannot: the best that I can manage is exasperation" (Steinmann 1950). In the early 1970s we see a broader range of the types of accepted articles in CCC. Reports of research and linguistic studies are welcome along with theory and poetry. Due to this, a wide range of rhetorical conventions may be seen in the journal: algebraic-like linguistic formulas occupy some pages, while descriptive narratives of classroom practices and heated comments on class and racial bias in our schools occupy others. However,
    these broad approaches have narrowed down considerably in recent years.
    In the 1995 CCC we see no empirical research reports or complicated linguistic models. CCC is largely focused on theory, and the Guidelines for Writers encourage submitters to "blur genres and mix discourses, to  cut across and make connections among a range of intellectual and professional issues." Even more so than College English, CCC appears to encourage progressive and new ideas from wide ranging perspectives. The guidelines also state that, "Pieces that simply restate or apply familiar work in writing or teaching do not merit publication in CCC. The goal of writers for CCC should rather be to add to, extend, inflect, or revise current work on composition and its teaching" (1995). Though some articles focus directly on teaching practices, many deal strictly with theory. The policy also states clearly that "CCC does not publish articles written in the form of a research study or report. Most pieces take a more discursive form that allows the writer to argue for a point as well as to present the results of research" (1995).
    The May 1996 issue includes articles mainly dealing with theory, with an interesting "disruptive" text on the "Postings on a Genre of Email" in which the authors speak back and forth in an Email-type dialog. True to the journal's original goals, "Counterpostings on a Genre of Email" are also included.Just as English studies appear to welcome many ideas from other disciplines, so do the journals offer many
    possibilities for publishing different types of reports and articles. As a writer and researcher in the field of English it is essential to be aware of and understand the varied means of communication available to you. Your audience considerations may need to include the policies of journals to which you plan to submit your work

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    EDUCATIONAL JOURNALS:
    Learning & Instruction

    Learning and Instruction is an international, multi-disciplinary journal that provides a platform for the publication of the most advanced high-quality research in the areas of learning, development, instruction and teaching. The journal welcomes several types of contributions: reports of original empirical investigations, and replications or extensionsof important previous work; critical, integrative theoretical and methodological contributions; synthetic review articles. A preference, however, will be given to empirically-based studies.

    Learning and Instruction ON LINE through Science Direct since Vol 5 (1995)

    E-TOC

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    Last Updated on 1 April  2001 b y Teresa Naves