Difference between revisions of "Journals"

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English Quarterly, the official refereed journal of the CCTELA, publishes original contributions on all facets of English language arts at the elementary, secondary, and post-secondary levels. The Editor welcomes a wide range of genres: debates, interviews, narrative explorations, poetry, point and counterpoint, research investigations, position papers, reviews, works-in-progress, and so on. The Editor especially welcomes papers from classroom practitioners as well as students, education teacher candidates, along with college and university instructors. Furthermore, the Editor is looking for material that is written in a lively accessible style and which links teaching or learning with reflection on that practice.  
English Quarterly, the official refereed journal of the CCTELA, publishes original contributions on all facets of English language arts at the elementary, secondary, and post-secondary levels. The Editor welcomes a wide range of genres: debates, interviews, narrative explorations, poetry, point and counterpoint, research investigations, position papers, reviews, works-in-progress, and so on. The Editor especially welcomes papers from classroom practitioners as well as students, education teacher candidates, along with college and university instructors. Furthermore, the Editor is looking for material that is written in a lively accessible style and which links teaching or learning with reflection on that practice.  
* [http://www.tesol.org/s_tesol/seccss.asp?CID=206&DID=1676 Essential Teacher]
* [http://www.tesol.org/read-and-publish/journals/other-serial-publications Essential Teacher]
Essential Teacher is a magazine for language teachers and administrators in varied ESL and EFL workplaces, including pre-K-12, 2- and 4-year institutions of higher learning, and adult education. Each of these arenas has teachers with varied experience and expertise, making for a broad and diverse readership. Essential Teacher also offers guidance to mainstream teachers who work with students for whom English is an additional language. Essential Teacher is a publication of TESOL (Teachers of English to Speakers of Other Languages, Inc.).
Essential Teacher is a magazine for language teachers and administrators in varied ESL and EFL workplaces, including pre-K-12, 2- and 4-year institutions of higher learning, and adult education. Each of these arenas has teachers with varied experience and expertise, making for a broad and diverse readership. Essential Teacher also offers guidance to mainstream teachers who work with students for whom English is an additional language. Essential Teacher is a publication of TESOL (Teachers of English to Speakers of Other Languages, Inc.).

Revision as of 09:42, 16 January 2014

This is an alphabetical list of journals that cover the field of Language and Languages.


TALIP will primarily consist of research and survey papers and shorter concise research papers. The latter will provide a quick means for dissemination of information related to leading edge research in Asian language information processing, while the former is meant for publication of substantial research findings. Papers describing reproducible techniques and theory for systems and applications will also be considered. However, descriptions of specific products in the field with no proof of reproducibility will not be accepted. TALIP will cover issues in NLP for Asian languages broadly. Aspects including theory, systems design, evaluation, and applications in the fields will be covered. Emphasis will be placed on the originality and the "re-use" value of theory, technology, and applications in the field.

A Quarterly of Linguistic Usage published on behalf of the American Dialect Society. American Speech has been one of the foremost publications in its field since its founding in 1925. The journal is concerned principally with the English language in the Western Hemisphere, although articles dealing with English in other parts of the world, the influence of other languages by or on English, and linguistic theory are also published. The journal is not committed to any particular theoretical framework, and issues often contain contributions that appeal to a readership wider than the linguistic studies community. Regular features include a book review section and a “Miscellany” section devoted to brief essays and notes.

Anthropological Linguistics, a quarterly journal founded in 1959, provides a forum for the full range of scholarly study of the languages and cultures of the peoples of the world, especially the native peoples of the Americas. Embracing the field of language and culture broadly defined, the editors welcome articles and research reports addressing cultural, historical, and philological aspects of linguistic study, including analyses of texts and discourse; studies of semantic systems and cultural classifications; onomastic studies; ethnohistorical papers that draw significantly on linguistic data; studies of linguistic prehistory and genetic classification, both methodological and substantive; discussions and interpretations of archival material; edited historical documents; and contributions to the history of the field. Anthropological Linguistics (ISSN 0003-5483) (USPS 026980) is published quarterly by the American Indian Studies Research Institute and the Department of Anthropology at Indiana University, Bloomington, Indiana, USA.

Anthropos is one of the ten largest and most important journals in the world devoted to Cultural Anthropology. Its international character and its pluralistic approach have always been distinguishing marks of the journal. Discussions on the theory and method of Cultural Anthropology find their place in the journal as well as extensive ethnographic descriptions and other documentation. The different specialities in Anthropology are also well represented (Anthropology of Religion, Economic and Social Anthropology, Culture History, Linguistics, etc.). All else being equal, preference is given to articles that deal, in however broad a sense, with religious materials. Every issue has about 700 pages to which roughly 125 authors typically contributed. Each issue of Anthropos has a distribution of 900 copies to 60 countries. Anthropos is published twice a year totalling ca. 700 pages. Subscription rate per year: sfr 190,-/ €125 (postage not included)

Applied Linguistics publishes research into language with relevance to real-world problems. The journal is keen to help make connections between fields, theories, research methods, and scholarly discourses, and welcomes contributions which critically reflect on current practices in applied linguistic research. It promotes scholarly and scientific discussion of issues that unite or divide scholars in applied linguistics. It 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. Applied linguistics is viewed not only as the relation between theory and practice, but also as the study of language and language-related problems in specific situations in which people use and learn languages. Within this framework the journal welcomes contributions in such areas of current enquiry as: bilingualism and multilingualism; computer-mediated communication; conversation analysis; deaf linguistics; discourse analysis and pragmatics; corpus linguistics; critical discourse analysis; first and additional language learning, teaching, and use; forensic linguistics; language assessment; language planning and policies; language for special purposes; literacies; multimodal communication; rhetoric and stylistics; and translation. The journal welcomes both reports of original research and conceptual articles.


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 research-based articles dealing with second language teaching in the "Focus on the Classroom" section.

Computational Linguistics is the only publication devoted exclusively to the design and analysis of natural language processing systems. From this unique quarterly, university and industry linguists, computational linguists, artificial intelligence (AI) investigators, cognitive scientists, speech specialists, and philosophers get information about computational aspects of research on language, linguistics, and the psychology of language processing and performance. Computational Linguistics is the official journal of The Association for Computational Linguistics.

Computer Assisted Language Learning (CALL) is an intercontinental and interdisciplinary journal which leads the field in its dedication to all matters associated with the use of computers in language learning (L1 and L2), teaching and testing. It provides a forum to discuss the discoveries in the field and to exchange experience and information about existing techniques. The scope of the journal is intentionally wide-ranging and embraces a multitude of disciplines. Submitted articles may focus on CALL and: Research Methodologies; Language Learning and Teaching Methods; Language Testing Systems and Models; The Four Skills; SLA; HCI; Language Courseware Design; Language Courseware Development; Curriculum Integration; Evaluation; Teacher Training; Intelligent Tutoring; New Technologies; The Sociocultural Context; and Learning Management Systems.


Discourse Studies is a multidisciplinary journal for the study of text and talk. Publishing outstanding work on the structures and strategies of written and spoken discourse, special attention is given to cross-disciplinary studies of text and talk in linguistics, anthropology, ethnomethodology, cognitive and social psychology, communication studies and law.


ELT Journal is a quarterly publication for all those involved in the field of teaching English as a second or foreign language. The journal links the everyday concerns of practitioners with insights gained from related academic disciplines such as applied linguistics, education, psychology, and sociology. ELT Journal provides 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 is also a forum for the exchange of information among members of the profession worldwide.

English Education is the official journal of the Conference On English Education of the National Council of Teachers of English. The Conference on English Education (CEE) is an organization concerned with the process of educating teachers of English and language arts. That education involves both the preservice and the inservice development of teachers. Recognizing the reciprocity of teaching and learning, the CEE addresses pertinent theory and research as they inform curriculum, methodology, and certification. Included in the constituency of the CEE are college and university teacher-educators; inservice leaders and consultants; supervisors at local, district, regional, and state levels; mentor teachers; teacher consultants curriculum coordinators and developers; teacher-researchers; and classroom teachers who work with student teachers. Published quarterly, English Education contains articles that focus on issues related to the nature of the discipline, especially as it spans all levels of instruction, and the education and development of teachers of English at all levels

English Journal is a journal of ideas for English language arts teachers in junior and senior high schools and middle schools. EJ presents information on the teaching of writing and reading, literature, and language. Each issue examines the relationship of theory and research to classroom practice and reviews current materials of interest to English teachers, including books and electronic media. Published bimonthly, September, November, January, March, May, and July by the National Council of Teachers of English (NTCE).

English Quarterly, the official refereed journal of the CCTELA, publishes original contributions on all facets of English language arts at the elementary, secondary, and post-secondary levels. The Editor welcomes a wide range of genres: debates, interviews, narrative explorations, poetry, point and counterpoint, research investigations, position papers, reviews, works-in-progress, and so on. The Editor especially welcomes papers from classroom practitioners as well as students, education teacher candidates, along with college and university instructors. Furthermore, the Editor is looking for material that is written in a lively accessible style and which links teaching or learning with reflection on that practice.

Essential Teacher is a magazine for language teachers and administrators in varied ESL and EFL workplaces, including pre-K-12, 2- and 4-year institutions of higher learning, and adult education. Each of these arenas has teachers with varied experience and expertise, making for a broad and diverse readership. Essential Teacher also offers guidance to mainstream teachers who work with students for whom English is an additional language. Essential Teacher is a publication of TESOL (Teachers of English to Speakers of Other Languages, Inc.).


Foreign Language Annals (FLA) is the official journal of the American Council on the Teaching of Foreign Languages (ACTFL). The first volume of FLA was published in 1967. FLA is a refereed journal published four times per year. There are approximately 10 articles per issue. Dedicated to the advancement of language teaching and learning, the journal seeks to serve the professional interests of classroom instructors, researchers, and administrators concerned with the learning and teaching of languages at all levels of instruction. The journal welcomes submissions of the highest quality that report empirical or theoretical research on language learning or teaching, that describe innovative and successful practice and methods, and/or that are relevant to the concerns and issues of the profession. All submissions must be written in English and must be previously unpublished. Foreign Language Annals focuses primarily on language education for languages other than English. The journal welcomes manuscripts on a wide variety of topics including cross-disciplinary submissions that provide clear implications for teaching, learning, and/or research in the language field. Authors must be members of ACTFL. FLA accepts from 10% to 20% of manuscripts submitted for publication. More than 300 manuscripts are submitted to FLA per year.


International Review of Applied Linguistics in Language Teaching is devoted to problems of general and applied linguistics in their various forms. The present Editors wish to maintain IRAL's long-term interest in areas of research which concern first- and second-language acquisition (including sign language and gestural systems). 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. We therefore welcome contributions on naturalistic and instructed language learning, language loss, bilingualism, language contact, pidgins and creoles, language for specific purposes, language technology, mother-tongue education, 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. International Review of Applied Linguistics in Language Teaching is a peer-reviewed journal of international scope.


The Journal of English Linguistics is your premier resource for original linguistic research based on data drawn from the English language, encompassing a broad theoretical and methodological scope. Highlighting theoretically and technologically innovative scholarship, the Journal provides in-depth research and analysis in a variety of areas, including history of English, English grammar, corpus linguistics, sociolinguistics, and dialectology. The Journal also includes articles written on topics such as language contact, pidgins/creoles, and stylistics provided that one primary focus is the English language. Published four times a year, the Journal features studies at the very core of empirical English linguistics and studies that push the boundaries of English linguistics theoretically and methodologically.

The Journal of Language and Social Psychology is the only major journal worldwide devoted to this area of study, attracting an international authorship with data bases frequently being derived from languages other than English. The journal provides complete and balanced coverage of the latest research and theory at the cross-roads of language, mind and society. Features include original full-length articles, short research notes and book reviews. This cross-disciplinary journal presents articles drawn from a wide range of disciplines including linguistics, cognitive science, anthropology, psychology, communication, sociology and education. Reflecting a strong tradition in the quantitative, experimental studies and positivistic theory, a valued feature of its editorial policy is that it welcomes work from diverse ideological and methodological camps. The Journal of Language and Social Psychology also critically reviews relevant books from a wide variety of disciplines and approaches. The Journal of Language and Social Psychology occasionally publishes special issues devoted to topics of pressing interest. Guest edited by experts in the field, they provide a balanced analysis of the subject at hand. Previous highlights include: The Social Psychology of Intergroup Communication, Power of Language and Power Behind Language, Approaches to Natural Language Texts, Interpersonal Deception, Emotional Communication, and Culture and Power. The Journal of Language and Social Psychology provides full in-depth coverage of areas such as: sexual talk; social cognition; natural language generation and processing; discourse and power; language vitality; linguistic factors in ageing; social factors in bilingualism; discourse analysis; language attitudes; cognitive plans and linguistic production; languages of the mass media; gender and language; language and emotion; conversation interaction; verbal and non-verbal linkage; language planning; intergroup communication; and language and ethnicity.

JLR Journal of Literacy Research is an interdisciplinary journal publishing research related to literacy, language, and schooling from preschool through adulthood. Articles published in JLR consist of original research, critical reviews of research, conceptual analyses, and theoretical essays. JLR publishes research concerning all aspects of reading and writing including the interrelationships among the various uses of language that affect literacy. Investigations of the social, affective, cognitive, pedagogical, technological, and political dimensions of literacy are appropriate for publication in JLR. Articles represent diverse research paradigms and theoretical orientations, and they employ a variety of methodologies and modes of inquiry. JLR serves as a forum for sharing divergent areas of research and pedagogy and encourages manuscripts that open dialogue among professionals in a variety of disciplines.

The Journal of Pidgin and Creole Languages is designed to be part of an international effort to bring together scholarly treatments of all aspects of pidginization and creolization. Special emphasis is laid on the presentation of the results of current research in theory and description of pidgin and creole languages, and application of this knowledge to language planning, education, and social reform in creole-speaking societies.

The Journal of Speech, Language, and Hearing Research (JSLHR) is published bimonthly (February, April, June, August, October, and December) and pertains broadly to studies of the processes and disorders of hearing, language, and speech and to the diagnosis and treatment of such disorders. Articles may take any of the following forms: reports of original research, including single-study experiments; theoretical, tutorial, or review pieces; research notes; and letters to the editor. Prior to 1991, ASHA published the Journal of Speech and Hearing Research and the Journal of Speech and Hearing Disorders. These titles were merged in 1991 under the Journal of Speech and Hearing Research title. Later, the word Language was added to more accurately reflect the areas of research in the discipline

The Journal of Technical Writing and Communication strives to meet the diverse communication needs of industry, management, government, and academia. For over thirty years, the Journal of Technical Writing and Communication has served as a major professional and scholarly Journal for practitioners and teachers of most functional forms of communication. Our purpose is to publish a thoroughly solid journal that performs as the needed bridge between academia and the world of practitioners. Our editors, Board members, and authors bring their ideas from the classroom, the laboratory, and a variety of corporate and industrial settings to provide our readers with valuable, provocative, and successful methods, techniques, theory, and case studies. Area of interest include: Audience Analysis, Computer Aided Instruction, Communication Management, Desktop Publishing, Instructional Video, On-Line Documentation, Pedagogy Rhetoric, Technical Journalism, User Documentation, Word Processing, or Research Areas such as: COMMUNICATION (Business, Intercultural, Organizational, Technical, Visual, Written, Scientific, Task-Oriented); THEORY (Communication, Ethnographic, Information, Linguistic, Reading, Rhetorical, Textual,Visual).


LANGUAGE is published quarterly by the Linguistic Society of America. Subscription to LANGUAGE is a benefit solely available to members of the LSA. Subscriptions are not sold without membership. LANGUAGE consists of major articles and shorter reports of original research, as well as review articles and book reviews. Journal articles cover all areas of the field and from all theoretical frameworks. LANGUAGE is viewed as a prestigious publication and receives far more submissions than it can possibly publish.

The research published in this journal makes a clear contribution to linguistic theory by increasing our understanding of how language is acquired. The journal focuses on the acquisition of syntax, semantics, phonology and morphology, and considers theoretical, experimental and computational perspectives. Coverage includes solutions to the logical problem of language acquisition, as it arises for particular grammatical proposals; discussion of acquisition data relevant to current linguistic questions; and perspectives derived from theory-driven studies of second language acquisition, language-impaired speakers, and other domains of cognition. Audience: Researchers and professionals in linguistics and psycholinguistics, and developmentalists.

Language & Education provides a forum for the discussion of recent topics and issues in the language disciplines which have an immediate bearing upon thought and practice in education. Articles draw from their subject matter important and well-communicated implications for one or more of the following: curriculum, pedagogy or evaluation in education. The task of the Journal is to encourage language specialists and language in education researchers to organise and present their material in such a way as to highlight its educational implications, thereby influencing educational theorists and practitioners and therefore educational outcomes for individual children. Articles are welcomed concerning all aspects of mother tongue and second language education. The remit of Language in Education, however, does not extend to modern foreign language teaching or English as a foreign language.

Language and Speech provides an international forum for communication among researchers in the disciplines that contribute to our understanding of the production, perception, processing, learning, use, and disorders of speech and language. The journal accepts reports of original research in all these areas. Interdisciplinary submissions are encouraged. Corpus-based, experimental, and observational research bringing spoken or written language within the domain of linguistic, psychological, or computational models are particularly welcome. Purely clinical, linguistic, philosophical, or technological offerings should be sent elsewhere. The journal may commission book reviews, theoretically motivated literature reviews, conference reports, and brief tutorial introductions to new areas of research. Language and Speech is published quarterly (March, June, September, and December), one volume per annum. Papers are published in English only.

Language Arts is a professional journal for elementary and middle school teachers and teacher educators. It provides a forum for discussions on all aspects of language arts learning and teaching, primarily as they relate to children in pre-kindergarten through the eighth grade. Issues discuss both theory and classroom practice, highlight current research, and review children's and young adolescent literature, as well as classroom and professional materials of interest to language arts educators. Published bimonthly, September, November, January, March, May, and July.

The American Council on the Teaching of Foreign Languages is proud to offer The Language Educator, the latest publication for ACTFL members that serves educators of all languages at all levels as a single, comprehensive source of news and information. As the professional association serving this broad education community, ACTFL has the breadth of resources necessary to assure complete and timely coverage. This is the only publication devoted exclusively to offering comprehensive coverage of foreign language teaching and administration. From the newest teachers in the field to those with years of experience, The Language Educator has quickly become recognized as the most knowledgeable resource focusing on their careers and their profession. The magazine is published in January, February, April, August, October and November. Of course, all ACTFL members also will continue to enjoy receiving the quarterly Foreign Language Annals.

Language Resources and Evaluation is the first publication devoted to the acquisition, creation, annotation, and use of language resources, together with methods for evaluation of resources, technologies, and applications. Language resources include language data and descriptions in machine readable form used to assist and augment language processing applications, such as written or spoken corpora and lexica, multimodal resources, grammars, terminology or domain specific databases and dictionaries, ontologies, multimedia databases, etc., as well as basic software tools for their acquisition, preparation, annotation, management, customization, and use. Evaluation of language resources concerns assessing the state-of-the-art for a given technology, comparing different approaches to a given problem, assessing the availability of resources and technologies for a given application, benchmarking, and assessing system usability and user satisfaction.

Language Teaching (LT) is a long-established journal of Cambridge University Press. It is a quarterly, professional, peer-reviewed journal dedicated to providing reports on key international research in foreign and second language education (including significant coverage of EFL/ESL) to its international readership of researchers and practitioners in the field at all levels of instruction. Each quarterly issue of the journal contains commissioned state-of-the-art review articles on various aspects of L2 teaching and learning research, and a number of other features. Details of the coverage are as follows: STATE-OF-THE-ART ARTICLES A long-established and highly-regarded feature of the journal, each of these single-theme articles is accompanied by a review article on recent key books in the area under discussion. A LANGUAGE IN FOCUS An article series surveying recent research on the teaching and learning of a particular language. A COUNTRY IN FOCUS An article series surveying recent research on second language teaching and learning in a particular country. REPLICATION STUDIES This section is exclusively dedicated to empirical research papers which specifically report on replication studies carried out in an area of language teaching and learning. PLENARY SPEECHES Keynote addresses and plenary speeches delivered at language teaching events and SLA conferences and lecture series around the world, giving readers an insight into current thinking and research agendas worldwide. SURVEYS OF PH.D./ED.D. Theses A country-by-country overview of recent doctoral theses on mainstream topics. RESEARCH IN PROGRESS Recent and current work by research groups in institutions worldwide. RESEARCH TIMELINES A graphic presentation of key thought and research in the history of a particular area in SLA together with their representative bibliographical references. Designed to help the reader obtain an overview of the most significant bibliography in the area and spot the emerging tendencies, as well as monitor the development of research. ANNUAL REVIEW OF RESEARCH An all-time-favourite with expert commentary on a selection of the most significant work on second-language. The journal has an international circulation, mainly institutional and consortium subscriptions, and individual subscriptions, with a substantial proportion of its readership in North America (c. 25%), the UK (c. 20%) and Japan (c.14%). Its readers are predominantly teacher-researchers and students in foreign and second language learning and teaching.

Language Testing provides a forum for the exchange of ideas and information between people working in the fields of first and second language testing and assessment. In addition, special attention is focused on issues of testing theory, experimental investigations, and the following up of practical implications. The editors and editorial board of Language Testing, are leaders in the international language testing community.

Linguistic Inquiry remains one of the most prominent journals in linguistics and is consistently ranked in the top 10 of all journals in the field by Thomson ISI. In this journal, the world's most celebrated linguists keep themselves and other readers informed of new theoretical developments based on the latest international scholarship. Linguistic Inquiry captures the excitement of contemporary debate in the field by publishing full-scale articles as well as shorter contributions (Squibs and Discussions) and more extensive commentary (Remarks and Replies). Edited by Samuel Jay Keyser, Linguistic Inquiry has featured many of the most important scholars in the discipline and continues to occupy a central position in linguistics research.


Meta : Journal des traducteurs / Meta: Translators' Journal, deals with all aspects of translation and interpretation: translation studies (theories of translation), teaching translation, interpretation research, stylistics, comparative terminological studies, computer-assisted translation (machine translation), documentation, etc. While aimed particularly at translators, interpreters and terminologists, the publication addresses everyone interested in language phenomena.


Natural Language & Linguistic Theory provides a forum for the discussion of theoretical research that pays close attention to natural language data, offering a channel of communication between researchers of a variety of points of view. The journal actively seeks to bridge the gap between descriptive work and work of a highly theoretical, less empirically oriented nature. In attempting to strike this balance, the journal presents work that makes complex language data accessible to those unfamiliar with the language area being studied and work that makes complex theoretical positions more accessible to those working outside the theoretical framework under review. Natural Language & Linguistic Theory features: generative studies on the syntax, semantics, phonology and the lexicon of natural language; surveys of recent theoretical developments that facilitate accessibility for a graduate student readership; reactions/replies to recent papers; book reviews of important linguistics titles; special topic issues.


Oceanic Linguistics is the only journal devoted exclusively to the study of the indigenous languages of the Oceanic area and parts of Southeast Asia. The thousand-odd languages within the scope of the journal are the aboriginal languages of Australia, the Papuan languages of New Guinea, and the languages of the Austronesian (or Malayo-Polynesian) family. Articles in Oceanic Linguistics cover issues of linguistic theory that pertain to languages of the area, report research on historical relations, or furnish new information about inadequately described languages.


Perspectives: Studies in Translatology encourages studies of all types of interlingual transmission, such as translation, interpreting, subtitling etc. The emphasis lies on analyses of authentic translation work, translation practices, procedures and strategies. Based on real-life examples, studies in the journal place their findings in an international perspective from a practical, theoretical or pedagogical angle in order to address important issues in the craft, the methods and the results of translation studies worldwide. Perspectives: Studies in Translatology is published quarterly, each issue consisting of approximately 80 pages. The language of publication is English although the issues discussed involve all languages and language pairs.

Probus is intended as a platform for the discussion of historical and synchronic research in the field of Latin and Romance linguistics, with special emphasis on phonology, morphology, syntax, language acquisition and sociolinguistics. The journal aims to keep its readers abreast of the developments in Romance linguistics by encouraging problem-oriented contributions that combine the solid empirical foundations of philological and linguistic work with the insights provided my modern theoretical approaches. With Probus 11-1 the editors and the publishers wish to celebrate the journal´s tenth anniversary. Since its foundation in January 1989, PROBUS has proven to be a useful medium for the exchange of ideas, explanations, and solutions aiming at a better understanding of the structures of the Romance language. After ten fruitful years of PROBUS, we wish to look ahead to the next decade, with the intention of consolidating its role as an outlet for high quality research in Latin and Romance linguistics. The broadening of the journal´s theoretical scope is reflected by the new composition of the board of consulting editors. They will use their scholarly competence to contribute to the discussion of the paradigmatic changes that occur in the various fields, such as Optimality Theory. Probus is a peer-reviewed journal of international scope.


Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, case studies and book reviews. The journal also publishes short articles and pilot reports with preliminary results.

Reading and Writing Quarterly provides direction in educating a mainstreamed population for literacy. It disseminates critical information to improve instruction for regular and special education students who have difficulty learning to read and write. Interdisciplinary in scope, the journal addresses the causes, prevention, evaluation, and remediation of reading and writing difficulties in regular and special education settings. It encourages manuscripts on teaching the reading and writing processes to students experiencing difficulties in these areas. Possible topics include adjustments for language-learning style, literature-based reading programs, teaching reading and writing in the mainstream, study strategies, language-centered computer curricula, oral language connections to literacy, cooperative learning approaches to reading and writing, direct instruction, curriculum-based assessment, the impact of environmental factors on instructional effectiveness, and improvement of self-esteem.

Prepared exclusively by professionals, this refereed journal publishes original manuscripts in the fields of literacy, reading, and related psychology disciplines. Articles appear in the form of completed research; practitioner-based "experiential" methods or philosophical statements; teacher and counselor preparation services for guiding all levels of reading skill development, attitudes, and interests; programs or materials; and literary or humorous contributions. All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by two anonymous referees.

For 40 years, Reading Research Quarterly has been essential reading for those committed to scholarship on questions of literacy among learners of all ages. In RRQ, you’ll find reports of important studies, multidisciplinary research, various modes of investigation, and diverse viewpoints on literacy practices, teaching, and learning. Reading Research Quarterly is edited by David Bloome and Ian Wilkinson of The Ohio State University, Columbus, Ohio, USA (e-mail). They welcome submission of articles for peer review.

The Reading Teacher will help you support children in becoming proficient readers by providing the best in research and practice. Do your students experience challenges? RT has solutions...to transform their reading, and transform their lives. As a teacher, school administrator, literacy leader, researcher, or college professor you can rely on RT to be your research-based information pipeline for innovation and excellence. You will find that it is a primary source for learning cutting-edge teaching strategies and a must-have component of your professional library.

Research on Language and Social Interaction is a journal devoted to research on naturally occurring social interaction. Published papers will ordinarily involve the analysis of audio or video recordings of social activities. Communication scholars and those working in the areas of discourse analysis and conversation analysis are likely to be the most active contributors, but participation by researchers in any area who pursue the study of naturally occurring interaction is encouraged. The journal will also be open to theoretical pieces and experimental studies tied closely to the results of naturalistic observation. Papers submitted to the journal are subject to rigorous reviews by members of a distinguished editorial board and other well-qualified reviewers. The goal of the journal is to publish the best research in the area.

RLJ is a bilingual scholarly review of research, resources, symposia, and publications pertinent to the study and teaching of Russian language and culture, as well as comparative and interdisciplinary research in Russian language, culture and the acquisition of Russian as a second language.

This is an international forum for all scholars working in the field of Slavic linguistics (Russian and other Slavic languages) and its manifold diversity, ranging from phonetics and phonology to syntax and the linguistic analysis of texts (text grammar), including both diachronic and synchronic problems. Coverage in Russian Linguistics includes: Traditional-structuralist as well as generative-transformational and other modern approaches to questions of synchronic and diachronic grammar; Phonetics and phonology, morphology, syntax, pragmatics and semantics of Russian and other Slavic languages (synchronic and diachronic); Philological problems of Russian / Old-Russian texts as well as texts in other Slavic languages; Grammar of Russian and other Slavic languages in their relation to linguistic universals ; History of Russian and other Slavic literary languages; Slavic dialectology. Russian Linguistics publishes original articles and reviews as well as surveys of current scholarly writings from other periodicals.


This journal publishes original empirical investigations dealing with all aspects of reading and its related areas, and, occasionally, scholarly reviews of the literature, papers focused on theory development, and discussions of social policy issues. Papers range from very basic studies to those whose main thrust is toward educational practice. The journal also includes work on "all aspects of reading and its related areas," a phrase that is sufficiently general to encompass issues related to word recognition, comprehension, writing, intervention, and assessment involving very young children and/or adults. This includes investigations of eye movements, comparisons of orthographies, studies of response to literature, and more. Commentary and criticism on topics pertinent to the journal' concerns are also considered for publication.

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, First language developmental psycholinguistics. Each volume includes one special guest-edited number focusing on a current theme and specially commissioned review articles addressing major issues in the field, forming a useful resource for the research community.

Semiotica, the Journal of the International Association for Semiotic Studies, founded in 1969, appears in five volumes of four issues per year, in two languages (English and French), and occasionally in German. Semiotica features articles reporting results of research in all branches of semiotic studies, in-depth reviews of selected current literature in this field, and occasional guest editorials and reports. From time to time, Special Issues, devoted to topics of particular interest, are assembled by Guest Editors. The publishers of Semiotica offer an annual prize, the Mouton d'Or, to the author of the best article each year. The article is selected by an independent international jury. Semiotica is a peer-reviewed journal of international scope.


TESOL Quarterly, a refereed professional journal, fosters inquiry into English language teaching and learning by providing a forum for TESOL professionals to share their research findings and explore ideas and relationships in the field. The Quarterly's readership includes ESOL teacher educators, teacher learners, researchers, applied linguists, and ESOL teachers. TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: psychology and sociology of language learning and teaching; issues in research and research methodology; testing and evaluation; professional preparation; curriculum design and development; instructional methods, materials, and techniques; language planning; professional standards. Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example: anthropology; applied and theoretical linguistics; communication education; English education, including reading and writing theory; psycholinguistics; psychology; first and second language acquisition; sociolinguistics; sociology. The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.

Target promotes the scholarly study of translational phenomena from a thoroughly interdisciplinary and international point of view. Rather than reducing research on translation to the practical questions asked by translators, their committers or their audience, the aim is to examine the role of translation in communication in general, with emphasis on cultural situations and theoretical, methodological and didactic matters. Attention is given to the relationship between translation and the societal organisation of communication. Target provides a forum for innovative approaches to translation. It publishes original studies of theoretical, methodological and descriptive-explanatory nature into translation problems and corpora, reflecting various socio-cultural approaches. The extensive review section discusses the most important publications in the field in order to reflect the evolution of the discipline.

TEXT Technology is an eclectic journal for academics and professionals around the world, supplying articles devoted to any use of computers to acquire, analyze, create, edit, or translate texts. TEXT Technology is the journal of the Society for Digital Humanities / Société pour l'étude des médias interactifs. TEXT Technology is edited by McMaster University in Hamilton, Ontario. TEXT Technology features articles and special issues devoted to professional and academic writing and research, software and book reviews, literary and linguistic analyses of texts, electronic publishing and issues related to the Internet, along with annotated bibliographies of printed and electronic materials of use to those with a decided interest in textual material. Our scope is broad, our readership international.


Visible Language is concerned with research and ideas that help define the unique role and properties of written language. A basic premise of the journal is that writing/reading form an autonomous system of language expression which must be defined and developed on its own terms. To this must be added research and ideas that help define the presentation of information within the digital arena. The shift from page to screen is comparable in its significance to the shift from manuscript to print. Developing the knowledge base and conventions for this new media will take time and challenge our ability to move beyond the book and into more fluid and relational systems of presentation.

Cognitive Science and Psycholinguistics

Computational Linguistics and Natural Language Processing