About

Aims

The Language Scholar is an open access and peer-reviewed journal. Its main objective is to provide a platform to promote the scholarship of learning and teaching languages.

Contributions are welcome from practitioners, researchers and students who are involved in language education. Areas of particular interest to this Journal are theories and practices for language teaching and education, including language teaching approaches and methodologies, intercultural communication, the psychology of language learning, research-led teaching, student-led practices, communicative strategies and experimental teaching.

The Language Scholar is hosted by the Centre for Excellence in Language Teaching within the School of Languages, Cultures and Societies at the University of Leeds. It considers international contributions in multimedia formats, in and about any language (including ancient languages). It aims to provide a space for the development of scholarship in language education, and to provide a platform for pieces which highlight the potential of multimodality to enhance communication, including a supportive and developmental approach to peer review.

The Language Scholar’s digital space hosts and showcases contributions, facilitating the sharing and exchange of ideas. Submissions can be sent to the journal at any time, although there will be deadlines announced for specific printed issues.

If you would like to get in touch or submit a piece, you can contact us on the journal’s email: languagescholar@leeds.ac.uk.

Editorial Board

Editorial team: 
Chief Editors: Bee Bond and Martin Ward

Journal Managers: Irene Addison-Child and Milada Walkova

Social Media/Web Editor: Pippa Dearns

Ex Officio:
Alexander Ding, Director of Scholarship, School of Languages, Cultures and Societies, University of Leeds, UK

Rasha Soliman, Director of the Centre for Excellence in Language Teaching, School of Languages, Cultures and Societies, University of Leeds, UK

Editorial Advisory Board

Internal (School of Languages, Cultures and Societies, University of Leeds, UK):
Bev Back

Jenna Bodin-Galvez

Haynes Collins

Hanem El-Farahaty

Bettina Hermoso-Gomez

Sofia Martinho

Kazuki Morimoto

Natasha Rust

External:
Ian Bruce, Applied Linguistics, The University of Waikato, New Zealand

Melinda Whong, Centre for Language Education, Hong Kong University of Science and Technology, Hong Kong

Cynthia White, Massey University, New Zealand

Guidelines for authors