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The research published in Language Acquisition: A Journal of Developmental Linguistics 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.In addition to brief and full-length research articles, the editors invite authors of recent dissertations on language acquisition to submit a synopsis for publication in Language Acquisition.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Language Awareness encourages and disseminates work which explores the following: the role of explicit knowledge about language in the process of language learning; the role that such explicit knowledge about language plays in language teaching and how such knowledge can best be mediated by teachers; the role of explicit knowledge about language in language use: e.g. sensitivity to bias in language, manipulative aspects of language, literary use of language. It is also a goal of Language Awareness to encourage the establishment of bridges between the language sciences and other disciplines within or outside educational contexts.Language Awareness is an international forum for the reporting and critical discussion of language awareness research and practice, and for the building and development of relevant theory. The journal is open to contributions from a broad range of research approaches: qualitative and quantitative, established and innovative. It welcomes work dealing with a wide variety of languages and international contexts.The journal operates with a broad definition of language awareness. It embraces critical perspectives and consciousness-raising, extends to literary awareness, and integrates awareness of other (i.e. non-linguistic) areas of human communication. As a general guide, papers tend typically, but not exclusively, to fall within the following areas:Exploration of the means to develop one's language awareness and evaluation of the benefits to be derived from so doing, whether through metalinguistic introspection and reflection or through mediated explicit knowledge about language and conscious understanding of how languages work, of how people acquire, learn and teach languages, how they use them and are influenced by them. Investigation and critical understanding of the beliefs and attitudes about language, and the effects these have on language use, learning, and teaching, and their effects on the conduct of people's everyday lives and their interpersonal and intergroup relations. Papers may consider aspects of language awareness across the lifespan, from earliest development in children through to the elderly. They may focus on a wide range of contexts, including all levels and types of educational and training settings, all types of communication-sensitive professional fields (e.g. law, health, counselling, politics, marketing), as well as communication in wider communities and cultural settings, and relating to salient social issues such as ageism, racism and sexism. Contributors should not feel restricted by existing disciplinary boundaries, especially where their work seeks to build innovative and symbiotic bridges between language and communication sciences and other disciplines within or outside the educational context.Refereeing proceduresThe journal invites submissions of the highest academic and professional quality. Papers are peer reviewed anonymously by a minimum of two experts.DisclaimerTaylor & Francis makes every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

Language Learning 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 anthropology. 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. A subscription includes an annual supplement - a volume from the Best of Language Learning Series or the Language Learning Monograph Series- as well as a biennial monograph- the Language Learning-Max Planck Institute Cognitive Neurosciences Series.

Language Learning and Development (LL&D) serves as a vehicle for interaction among the broad community of scholars and practitioners who investigate language learning, including language learning in infancy, childhood, and across the lifespan; language in both typical and atypical populations and in both native- and second-language learning. LL&D welcomes scholars who pursue diverse approaches to understanding all aspects of language acquisition, including biological, social, and cross-cultural influences, and who employ experimental, observational, ethnographic, comparative, neuroscientific, and formal methods of investigation.The journal is multidisciplinary and seeks to examine language development in all of its many guises. Among the many issues LL&D explores are biological versus environmental factors in language development; learning in humans versus animals; learning of signed versus spoken language; computer models of learning; and how neurotechnology and visualization of the brain inform our understanding of language learning and development.Please email your paper as an attachment (PDF or Word file) to: lld@uchicago.eduRELATED LINKSBooks: Developmental Psychology or Psycholinguistics Conferences: Developmental Psychology or PsycholinguisticsJoin our mailing list: Developmental Psychology or Psycholinguistics Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and refereeing by at least two, and usually three, anonymous referees. The average length of time between submission and final decision is less than ninety days.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

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. NEW IN 2009: indexed in the ISI / Science Citation Index

Language Teaching Research (LTR) supports and develops investigation and research within the area of second or foreign language teaching. Research of both a quantitative and qualitative (including ethnographic) orientation is of interest to the journal, which as a matter of policy publishes work related to the teaching of any second language, not just English. A wide range of topics in the area of language teaching is covered, including: programme; syllabus; materials design; methodology; the teaching of specific skills and language for specific purposes.

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.Refereeing proceduresAll articles are anonymously peer reviewed by a minimum of two experts.

Language, Culture and Curriculum provides a forum for the discussion of the many factors, social, cultural, cognitive and organisational, which are relevant to the formulation and implementation of language curricula. Second languages, minority and heritage languages are a special concern. First-language and foreign language studies are also welcomed when they have implications for multiculturalism.Language Culture and Curriculum welcomes articles on language teaching programmes of all kinds that are designed to promote multiculturalism, with a special concern for weaker and threatened languages. Studies of first language learning are not excluded, nor are studies of English and other major languages, whether as first or as foreign and second languages, provided the topics of cultural content and learner motivation are prominent. Priority is given to articles dealing with language teaching, but historical, sociological and theoretical articles are welcomed if they deal with cultural and attitudinal aspects of language relevant to teaching practice.

The purposes of Leadership and Policy in Schools are to encompass studies about leadership and policy in primary and secondary education, as well as in tertiary education, where appropriate. Studies that utilize the school-site as their primary unit of analysis are of particular interest. Such studies will include schools from diverse contexts in both the public and private sectors.Peer Review Policy:All research articles in this journal have undergone rigorous, double-blind peer review, based on an initial editor screening followed by anonymous refereeing by three anonymous referees.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Learning Disability Quarterly (LDQ) publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.

Learning Environments Research publishes original academic papers dealing with the study of learning environments, including theoretical reflections, reports of quantitative and qualitative research, critical and integrative literature reviews and meta-analyses, discussion of methodological issues, reports of the development and validation of assessment instruments, and reviews of books and evaluation instruments.

The scope of the journal deliberately is very broad in terms of both substance and methods. `Learning environment' refers to the social, physical, psychological and pedagogical contexts in which learning occurs and which affect student achievement and attitudes. The aim of the journal is to increase our understanding of pre-primary, primary, high school, college and university, and lifelong learning environments irrespective of subject area. Apart from classroom-level and school-level environments, special attention is given to the many out-of-school learning environments such as the home, science centres, and television, etc. The influence of the rapidly developing field of Information Technology with its whole new range of learning environments is an important aspect of the scope of the journal.

A wide range of qualitative and quantitative methods for studying learning enviromnents, and the combination of qualitative and quantitative methods, are strongly encouraged.

The journal has an affiliation with the American Educational Research Association's Special Interest Group on the Study of Learning Environments. However, having Regional Editors and an Editorial Board from around the world ensures that LER is a truly international journal.

Learning and Individual Differences is a research journal devoted to publishing articles that make a substantial contribution to an understanding of individual differences within an educational context.Learning and Individual Differences publishes the following types of articles:• Standard Papers - reporting original research• Technical Reports - on methods, techniques and apparatus of general interest• Essay Reviews - short reviews on topical subjects of general interest• Forum Papers - short articles presenting new ideas, or responses to published material - with a hope of stimulating debate.Benefits to authorsWe also provide many author benefits, such as free PDFs, a liberal copyright policy, special discounts on Elsevier publications and much more. Please click here for more information on our author services.Please see our Guide for Authors for information on article submission. If you require any further information or help, please visit our support pages: http://support.elsevier.com

As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction.Membership BenefitsMembers of the European Association for Research on Learning and Instruction (EARLI) receive online access to Learning and Instruction for free as a member benefit.Benefits to authorsWe also provide many author benefits, such as free PDFs, a liberal copyright policy, special discounts on Elsevier publications and much more. Please click here for more information on our author services.Please see our Guide for Authors for information on article submission. If you require any further information or help, please visit our support pages: http://support.elsevier.com