Language And Education is an academic journal dedicated to the intersection of language and education, providing readers with a platform to explore language teaching, literacy education, and how these fields influence educational thought and practice. The magazine's articles cover a wide range of topics, including policy formulation, curriculum development, educational theory, and educational evaluation. The magazine emphasizes the impact of language and educational policies on educational practice, explores how policies can guide educational reform, and discusses potential challenges in policy implementation. At the same time, the journal also focuses on curriculum design, especially how language teaching can be integrated into the curriculum, and how course content can adapt to constantly changing educational needs.In the field of education, the magazine explores innovative teaching methods and how to improve language and literacy skills through different teaching strategies. In addition, the magazine also focuses on educational assessment, how to measure students' learning outcomes through effective assessment tools, and how assessment results can be used to guide teaching improvement.
语言与教育(Language And Education)是一本由Taylor & Francis出版的一本Multiple学术刊物,主要报道Multiple相关领域研究成果与实践。本刊已入选、社会科学引文索引(SCIE)来源期刊,该刊创刊于1987年,出版周期6 issues/year。2021-2022年最新版WOS分区等级:Q1,2023年发布的影响因子为2.1,CiteScore指数4.7,SJR指数1.183。本刊非开放获取期刊。 《语言与教育》是一本专注于语言和教育交叉领域的学术期刊,它为读者提供了一个探讨语言教学、识字教育以及这些领域如何影响教育思想和实践的平台。该杂志的文章主题丰富多样,涵盖了政策制定、课程开发、教育学理论以及教育评估等多个方面。该杂志特别强调语言和教育政策对教育实践的影响,探讨如何通过政策引导教育改革,以及政策实施中可能遇到的挑战。同时,期刊还关注课程设计,特别是如何将语言教学融入课程中,以及课程内容如何适应不断变化的教育需求。在教育学方面,杂志探讨了教学方法的创新,如何通过不同的教学策略提高语言和识字能力。此外,该杂志还关注教育评估,如何通过有效的评估工具来衡量学生的学习成果,以及评估结果如何用于指导教学改进。
Dialogic practices in primary school classrooms
来源期刊:Language and EducationDOI:10.1080/09500782.2018.1509988
Teaching across semiotic modes with multilingual learners: translanguaging in an Australian classroom
来源期刊:Language and EducationDOI:10.1080/09500782.2018.1516780
Disinventing and reconstituting language for learning in school Science
来源期刊:Language and EducationDOI:10.1080/09500782.2018.1516779
‘The inappropriateness of language’: discourses of power and control over languages beyond English in primary schools
来源期刊:Language and EducationDOI:10.1080/09500782.2018.1545787
Translanguaging pedagogies and power: a view from the South
来源期刊:Language and EducationDOI:10.1080/09500782.2018.1517779
Translanguaging, place and complexity
来源期刊:Language and EducationDOI:10.1080/09500782.2018.1516778
Visual arts: a multimodal language for Indigenous education
来源期刊:Language and EducationDOI:10.1080/09500782.2019.1635618
Challenges of maintaining the mother’s language: marriage-migrants and their mixed-heritage children in South Korea
来源期刊:Language and EducationDOI:10.1080/09500782.2019.1582662
Chinese students’ perceptions of English learning affordances and their agency in an English-medium instruction classroom context
来源期刊:Language and EducationDOI:10.1080/09500782.2019.1578789
Identifying vernacular language to use in mathematics teaching
来源期刊:Language and EducationDOI:10.1080/09500782.2018.1488863
Immigrant teachers’ integration and transformation of the linguistic market in Israel
来源期刊:Language and EducationDOI:10.1080/09500782.2018.1458860
Exploring native English teachers’ and native Chinese teachers’ assessment of interpreting
来源期刊:Language and EducationDOI:10.1080/09500782.2019.1596121
Introduction to Special Issue: Translingual and transmodal complexity and innovation in English-language-dominant Southern schooling
来源期刊:Language and EducationDOI:10.1080/09500782.2019.1559504
Understanding Identity and Positioning for Responsive Critical Literacies.
来源期刊:Language and EducationDOI:10.1080/09500782.2018.1497648
Transitional multilingual education policies in Africa: necessary compromise or strategic impediment?
来源期刊:Language and EducationDOI:10.1080/09500782.2018.1513027
Perspectives on language as action: festschrift in honour of Merrill Swain
来源期刊:Language and EducationDOI:10.1080/09500782.2019.1663868
Assessing children’s proficiency in a minority language: exploring the relationships between home language exposure, test performance and teacher and parent ratings of school-age Irish-English bilinguals
来源期刊:Language and EducationDOI:10.1080/09500782.2018.1523922
Bakhtin and the carnival: humour in school children’s film making
来源期刊:Language and EducationDOI:10.1080/09500782.2019.1629954
Language attitudes, use, and competences of students of immigrant origin in Catalan secondary education: a moderated mediation model
来源期刊:Language and EducationDOI:10.1080/09500782.2018.1497056
Queer, Latinx, and bilingual: narrative resources in the negotiation of identities
来源期刊:Language and EducationDOI:10.1080/09500782.2019.1663869
Inching towards literacy in Madrid’s primary schools: a survey of school-wide projects
来源期刊:Language and EducationDOI:10.1080/09500782.2019.1622712
‘More fronted adverbials than ever before’. Writing feedback practices and grammatical metalanguage in an English primary school
来源期刊:Language and EducationDOI:10.1080/09500782.2018.1488864
The mediation and organisation of gestures in vocabulary instructions: a microgenetic analysis of interactions in a beginning-level adult ESOL classroom
来源期刊:Language and EducationDOI:10.1080/09500782.2019.1596122
Language crashes and shifting orientations: the construction and negotiation of linguistic value in bilingual school spaces in Finland and Sweden
来源期刊:Language and EducationDOI:10.1080/09500782.2018.1514045
Choice of language in education: do we know what South Africans want?
来源期刊:Language and EducationDOI:10.1080/09500782.2018.1488865
The form and functions of newcomer EAL students’ speech in English: patterns of progression and communication in semi-structured interview dialogue
来源期刊:Language and EducationDOI:10.1080/09500782.2018.1445756
Argumentative peer discussions following individual reading increase comprehension
来源期刊:Language and EducationDOI:10.1080/09500782.2018.1545786
Exploring dialogic space: a case study of a religious education classroom
来源期刊:Language and EducationDOI:10.1080/09500782.2019.1604741
Designing multimodal texts in a girls’ afterschool journalism club in rural Kenya
来源期刊:Language and EducationDOI:10.1080/09500782.2018.1516777
A story without SELF: Vygotsky’s pedology, Bruner’s constructivism and Halliday’s construalism in understanding narratives by Korean children
来源期刊:Language and EducationDOI:10.1080/09500782.2019.1582663
‘Nothing too major’: how poor revision of writing may be an adaptive response to school tasks
来源期刊:Language and EducationDOI:10.1080/09500782.2018.1511728
‘My brain hurts:’ incorporating learner interests into the classroom
来源期刊:Language and EducationDOI:10.1080/09500782.2018.1476527
Poetic habits of mind in TESOL teacher preparation
来源期刊:Language and EducationDOI:10.1080/09500782.2018.1540634
The construct of language competence over time: using high-stakes tests to gain insight into the history of L1 education in England
来源期刊:Language and EducationDOI:10.1080/09500782.2019.1597106
Using existing documentation for teaching and learning endangered languages
来源期刊:Language and EducationDOI:10.1080/09500782.2019.1622711