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Language and Education is a peer-reviewed journal published by Taylor & Francis, covering Multilingual Education and Policy, EFL/ESL Teaching and Learning, Second Language Learning and Teaching.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Language and Education 12 (3): 45–58.
Formats any DOI in Language and Education style. No sign-up. |
| Publishes research in | Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching Discourse Analysis in Language Studies Literacy, Media, and Education |
| ISSN | 0950-0782 |
| Citation impact (2-yr) | 2.88 |
| h-index | 86 |
| i10-index | 720 |
| Total citations | 36,362 |
| Top institutions publishing here | Nanyang Technological University |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
This paper presents a meta-analysis of theory and research about writing and writing pedagogy, identifying six discourses -configurations of beliefs and practices in relation to the teaching of writing. It introduces and explains a framework for the analysis of educational data about writing pedagogy in which the connections are drawn across views of language, views…
A body of research has recently emerged in the UK which adopts an ‘academic literacies’ stance towards student writing. An ‘academic literacies’ stance conceptualises student writing as a socially situated discourse practice which is ideologically inscribed (Lea and Street 1998; Jones et al. 1999). Whilst powerful as an oppositional frame, that is as a critique…
This paper reports on an investigation into the efficacy of a teacher preparation programme that introduced the teaching of African languages to speakers of other African languages in order to produce multi-competent and multi-vocal teachers. A mixed method approach was used to elicit from a pool of 60 (30 experimental; 30 control group) multilingual pre-service…
Abstract In this paper we describe and discuss the language practices of mathematics, science and English language teachers and learners in a sample of urban and rural, primary and secondary schools in South Africa. We focus particularly on the reception and production of language through code-switching, exploratory talk and discourse-specific talk. We situate the article…
It is often claimed that working and talking with partners while carrying out maths activities is beneficial to students’ learning and the development of their mathematical understanding. However, observational research has shown that primary school children often do not work productively in group-based classroom activities, with the implication that they lack the necessary skills to…
