The Canadian Modern Language Review publishes peer-reviewed articles on second language learning and teaching. It is a bilingual (French and English) journal of international repute, serving researchers and language teaching professionals interested in the learning and teaching of English and French as second languages, as well as the range of modern, indigenous, heritage, and community languages taught and learned across Canada. Contributors to the quarterly issues include authors from Canada and around the world.
ELT Journal is a quarterly publication for all those involved in English Language Teaching (ELT), whether as a second, additional, or foreign language, or as an international Lingua Franca. The Journal links the everyday concerns of practitioners with insights gained from relevant academic disciplines such as applied linguistics, education, psychology, and sociology.
Dedicated to the advancement of language teaching and learning, the journal seeks to serve the professional interests of classroom instructors, researchers, and administrators who are concerned with the learning and teaching of languages, particularly languages other than English at all levels of instruction.
The Journal of Second Language Writing is devoted to publishing theoretically grounded reports of research and discussions that represent a contribution to current understandings of central issues in second and foreign language writing and writing instruction.
LLJ provides a forum for scholarly contributions on current aspects of foreign language and teaching. LLJ is an international, peer-reviewed journal that is intended for an international readership, including foreign language teachers, language teacher educators, researchers and policy makers.
Language Teaching provides a rich and expert overview of research in the field of second-language teaching and learning. It offers critical survey articles of recent research on specific topics, second and foreign languages and countries, and invites original research articles reporting on replication studies and meta-analyses.
Language Teaching Research is a peer-reviewed journal that publishes research within the area of second or foreign language teaching. Although articles are written in English, the journal welcomes studies dealing with the teaching of languages other than English as well.
The MLJ is an international refereed journal that is dedicated to promoting scholarly exchange among researchers and teachers of all modern foreign languages and English as a second language. The journal is particularly committed to publishing high quality work in non-English languages.
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.
Language Learning & Technology is a refereed journal that began publication in July 1997. LLT disseminates research to foreign and second language educators worldwide on issues related to technology and language education.
TEwT is a free, online, double-blind and peer-reviewed journal that seeks to disseminate cutting-edge work focussed mainly on the use of technology in TESOL (Teaching English To Speakers of Other Languages). The journal is interested in theoretical and practical articles that resonate with the international audience.
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.
Language and Education provides a forum for the discussion of recent topics and issues in language and literacy which have an immediate bearing upon thought and practice in education. Articles draw important and well-communicated implications from their subject matter for one or more of the following: policy, curriculum, pedagogy or evaluation in education.