Educational Linguistics

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Starting 2026, Educational Linguistics will be transferred to Open Access on a year-by-year basis. All articles will thus appear without delay under the Creative Commons license CC BY 4.0. There will be no publication costs for the authors. The Open Access transformation is based on Subscribe-to-Open. You can find more information about the model here.

Educational Linguistics aims to provide an international platform for cutting-edge research in the field of educational linguistics. The journal promotes the building of empirical understanding and critique of theories that relate to the interrelationship of language, education and other related social science disciplines. Contributors are encouraged to pay close attention to the multi-layered complexity and highly contextualized nature of language issues in education, for which education policy, language planning and pedagogical innovations are constructed, actualized, negotiated and disputed in the social, cultural, economic and historical conditions. The journal welcomes rigorously conducted empirical studies focusing on practice-based, problem-driven and policy-oriented topics of language (in) education as well as conceptual and theoretical discussions of critical issues related to language (in) education. It also welcomes studies of educational contexts and language practice s that are under-presented in international research publications as well as those studies that breaks new ground by making connections with other disciplines, through the lens of different paradigms, and with innovative methodologies.

Topics:

Language and education systems
Language in education policy
Language of instruction
Bilingual and biliteracy practices in the educational context
Educational and social equity for linguistically minoritized students　
Language teacher development
Learner identity
Learner autonomy
Heritage and community language education　
Critical pedagogy
Language curriculum
Language assessment in the educational context　
Language and life-long learning

Article Formats

In addition to the standard research article format, the Journal includes the following formats:

Debate: This will have a feature article, followed on commentaries from researcher with supporting as well as diverging views. The author of the feature article will be given an opportunity respond to the commentaries.
Policy and social movement hotspot: Featuring discussions and critiques of new and controversial policy initiatives and social movements in specific contexts.
Critical reading: Re-reading and critiques of classic articles and books on topics that have a contemporary relevance.
Methodological innovations: Promoting new approaches to educational linguistic issues.
Short communications: representing personal viewpoints, and reactions to papers published in the journal.

Ihre Vorteile

Your Benefits

high quality peer-reviewed articles advancing language in education issues　
critical discussions and new theoretical and empirical research
agenda-setting proposals on emerging issues and themes
short turnaround times (on average 3-4 months)
international and renowned editorial board

Complete Archive Access

As of 2026, all De Gruyter journal subscriptions include access to every issue, from Volume 1, Issue 1 through to today, meaning subscribers can access even more research at no additional cost.

Geschichte

History

Launched in 2022, in collaboration with Tongji University, Shanghai, China.

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A multidimensional analysis of university students’ everyday reading and writing

15. Januar 2026

Brett Hashimoto

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Many studies have described primarily curricular and ideal forms of university student. Considerably fewer have focused on extracurricular and everyday/typical university student English writing. Describing this language may provide a different perspective of the target for EAP learners. Thus, the present study’s purpose is to describe the linguistic/functional nature of everyday American university student written language use by creating a Corpus of American University Student of Everyday written language (CAUSE) (580 texts, 405,954 words). Texts were collected from 53 students by eliciting all of their written language use. The texts were organized by register and Biber tagged. Texts and registers then underwent an additive multidimensional analysis and were mapped onto Biber’s (1988. Variation across speech and writing . Cambridge: Cambridge University Press.) original dimensions of variation. Doing so revealed that everyday university student reading is highly informational but that their writing is not, that their writing is also not highly narrative or overtly persuasive, and that texts that university students engage with are frequently different than typical texts from those registers, providing a more complete picture of the nature of university students’ language use. These findings have utility for EAP learners/teachers when considering university student language more holistically, beyond the ideal and curricular to also include the everyday.
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Deferred epistemologies: cyclical theory importation and knowledge governance in China’s foreign language education in schools

5. Januar 2026

Hao Xu

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This article contributes to Southern Theory by interrogating the cyclical dynamics of knowledge production in China’s basic foreign language education. It argues that reforms in this domain have long been shaped by a recurring pattern of theory importation and reactive problem-solving, whereby imported frameworks are used to address perceived deficiencies in previous reforms without disrupting the deeper epistemic structures that shape them. Through a Foucauldian lens, the study identifies a persistent epistemic deferral: the relegation of local theorisation to a belated, reactive position within global knowledge hierarchies. Analysing three major reform phases since 1949, the article demonstrates how foreign language education in China has been governed not only by shifting pedagogical logics but by a structural silence around indigenous knowledge-making. While recent efforts to construct independent knowledge systems signal a desire for epistemic autonomy, they remain constrained by the same temporal and discursive logics they seek to resist. In revealing this patterned deferral, the article calls for a rethinking of localisation, not merely as spatial adaptation, but as a political act of epistemic authorship.
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Translanguaging ideology? Scholars’ and practitioners’ discourses in a foreign-language education context

1. Dezember 2025

Tomoko Tode, Kojiro Hozawa

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In reframing foreign-language education into translanguaging pedagogy, educators’ criticality of monoglossic ideologies is important. This article analyzes the discourses of scholars and practitioners raising objections against Japan’s neoliberal language-in-education policy of teaching English through English to examine whether their voices are underlain by the ideology of translanguaging. The data consisted of two sets: collections of teachers’ reports of their practices published by Shin-Eiken (or the New English Teachers’ Association), a grass-roots teachers’ association founded in 1959, and critiques written by a group of four scholars supporting Shin-Eiken . The practitioners’ data set comprised 61 reports of their handed-down pedagogical practice called self-expression published in 2013–2023 and 22 reports written by their predecessors in 1974–1979. The scholars’ data came from their eight books published in 2011–2020. We performed theoretical thematic analysis to identify themes of translanguaging ideology and of monolingualism ideology. The analysis found translanguaging-minded beliefs in recent and past Shin-Eiken teachers’ discourses where they acknowledged students’ multimodal expressions as voices from idiolects. The scholars, in contrast, emphasized prescriptive use of Japanese and English as two distinct languages. We conclude that the teachers’ ideology emerged from their on-the-ground engagement with marginalized students.
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An interview with David Block

13. November 2025

William Simpson, Jérémie Bouchard

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The following is an edited transcript of an interview with applied linguist and sociolinguist Prof. David Block. Over the past four decades David has published books, articles and chapters on a variety of language related topics, including: second language acquisition; language teaching; multimodal practices; identity; social class; and political economy. Most recently he has examined the shifting trajectories of politics from left to far-right in the infosphere in his forthcoming book Diagonalism in online populist discourse: Left moving right (Routledge, 2026). Our interest in understanding his wide range of interests across his career, from SLA to Marxist political economy, is one of the main reasons for this interview. How and why does a scholar make such large epistemic leaps? What insights can we glean? What benefits and pitfalls might there be for others who wish to work in a similar fashion? We asked David to look back and reflect on the changes and continuities throughout his career, and seek to understand the why and how of these changes. We also asked for his thoughts on the current direction within the field towards multi- and interdisciplinarity, as well as his thoughts on the current state and future directions of language focussed research. Aside from unpacking the breadth and depth of work throughout his career, we were also interested in the extent to which David has looked outside of language-related study, towards strands of thought on political economy, neoliberalism, social class, and Marxism. This led to a revealing discussion on the necessity of reading and thinking beyond our own disciplinary boundaries, and beyond work in, and of our own time.

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Special Issue: Critical Multimodal Literacy; Guest Editor: Edina Krompák

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Special Issue: Co-learning, co-planning, and co-shifting to build critical (trans)language(ing) awareness. Case studies from the field; Guest Editors: Ryan W. Pontier and Zhongfeng Tian

Die Zeitschrift Educational Linguistics veröffentlicht Sonder- und Themenhefte, die sich auf wichtige und neu aufkommende Themen im Bereich der Forschung konzentrieren. Die Zeitschrift hat ein strenges Verfahren eingeführt, um sicherzustellen, dass alle Manuskripte für Sonderausgaben denselben Qualitätsstandards und Peer-Review-Verfahren unterliegen wie reguläre Manuskripte. Weitere Informationen über die Peer-Review-Politik der Zeitschrift finden Sie in den "Hinweisen für Autoren".

Call for Papers

CFP Special issue Language Governance in the Global South

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Aktuelle Themenhefte

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You can easily submit your manuscript online. Simply go to https://mc.manuscriptcentral.com/eduling and you will be guided through the whole peer-reviewing and publishing process.

Preparing your manuscript
Before you submit your manuscript, make sure to read our Instructions for Authors and to see the De Gruyter Mouton journal style sheet for further information regarding the proper formatting of your manuscript.

Your benefits of publishing with us

Rapid online publication ahead-of-print with short turnaround times
Optional open access publication
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Submission process

Submission of your paper via our submission management tool
Peer review proces: All submissions to the journal undergo a double-blind peer review process. The Editor-in-Chief first reviews each submission to decide if it fits the journal’s scope. Suitable submissions are assigned to a Handling Editor or the EiC, while unsuitable ones are rejected. The Handling Editor assigns at least two reviewers to evaluate the submission. Based on their feedback, the Handling Editor recommends a decision to the EiC, who makes the final decision and informs the authors. Revised submissions are usually reviewed by the same reviewers.
Decision on your paper
If accepted: you have the option to publish it open access
Publication online and in print

Please note

Please see the De Gruyter Mouton journal style sheet for further information regarding the proper formatting of your manuscript
Manuscripts must be written in clear and concise English
Before submitting your article please have a look at our Ethical Guidelines and our Copyright Transfer Agreement
Once your article is accepted you have the option to publish it open access
Our Repository Policy allows you to distribute 30 PDF copies of your published article to colleagues (the PDF has to include the information that it is an author's copy). Please also feel free to distribute the link to the online abstract
If you have any general questions please visit our FAQ page for authors

Article Formats

In addition to the standard research article format, the Journal includes the following formats:

Debate: This will have a feature article, followed on commentaries from researcher with supporting as well as diverging views. The author of the feature article will be given an opportunity respond to the commentaries.
Policy and social movement hotspot: Featuring discussions and critiques of new and controversial policy initiatives and social movements in specific contexts.
Critical reading: Re-reading and critiques of classic articles and books on topics that have a contemporary relevance.
Methodological innovations: Promoting new approaches to educational linguistic issues.
Short communications: representing personal viewpoints, and reactions to papers published in the journal.

We look forward to receiving your manuscript!

Hybrid Open Access

Authors have the option to publish their article under an open access license. For more information on the standard article processing charge for a hybrid open access article please visit our website. Please note that corresponding authors from institutions with which we have a transformative agreement, can publish open access without paying the fee. More information on the eligible institutions and articles can be found here.

GENERAL EDITOR

Li Wei, UCL Institute of Education, University College London, 20 Bedford Way, London WC1H 0AL, United Kingdom, li.wei@ucl.ac.uk

MANAGING EDITOR

Qi Shen, School of Foreign Languages, Room 121, Huiwen Building, 1239 Siping Road, Tongji University, Shanghai, 200092, China

EDITORS

Xuesong (Andy) Gao, University of New South Wales (Australia)
Yuko Goto Butler, University of Pennsylvania (USA)
Christopher Jenks, Aalborg University (Denmark)

INTERNATIONAL ADVISORY BOARD

Angela Creese, University of Sterling (UK)
Ofelia Garcia, CUNY Graduate Center (US)
Nancy Hornberger, University of Pennsylvania (USA)
Joseph Lo Bianco, Melbourne University (Australia)
Yuming Li, Beijing Language and Culture University (China)
Stephen May, University of Auckland (New Zealand)
Bonny Norton, University of British Columbia (Canada)
Bernard Spolsky, Bar-Ilan University (Israel)
Jim Tollefson, Washington University (US)
Yun Wu, Tongji University (China)
Liming Yu, Shanghai Jiaotong University (China)

EDITORIAL BOARD

Alfredo Artiles, Stanford University (US)
Naghmeh Babaee, Simon Fraser University (Canada)
Martha Bigelow, University of Minnesota (USA)
Suresh Canagarajah, Pennsylvania State University (US)
Jasone Cenoz, University of the Basque Country (Spain)
Christian Faltis, Texas A&M International University (US)
Durk Gorter, University of the Basque Country (Spain)
Francis M. Hult, University of Maryland Baltimore County (USA)
David Johnson, University of Iowa (US)
Helen Kelly-Holmes, University of Limerick (Ireland)
Constant Leung, King’s College, London (UK)
Citing Li, Shanghai International Studies University (China)
Angel Lin, Simon Fraser University (Canada)
Teresa L. McCarty, UCLA (US)
Leketi Makalela, University of the Witwatersrand (South Africa)
Masaki Oda, Tamagawa University (Japan)
Wei Ren, Beihang University (China)
Hyunjung Shin, University of Saskatchewan (Canada)
Lionel Wee, National University of Singapore (Singapore)
Paul Seedhouse, University of Newcastle (UK)
Rita Silver (Nanyang Technological University (Singapore)
Lynn Mario Menezes de Souza, Uiversidade de Sao Paulo (Brazil)
Sophie Tauwehe Tamati, University of Auckland (New Zealand)
Guadalupe M. Valdes, Stanford University (US)
Wayne E. Wright, Purdue University (US)
Lawrence Jun Zhang, University of Auckland (New Zealand)
Ke Zhao, Shanghai University of Economics and Finance (China)
Yongyan Zheng, Fudan University (China)
Zhu Hua, University of Birmingham (UK)

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Weitere Informationen

eISSN:

2748-9329

ISSN:

2748-9310

Sprache:

Englisch

Verlag:

De Gruyter Mouton

Weitere Informationen

Erstveröffentlichung:

20. Juni 2022

Erscheinungsweise:

2 Hefte pro Jahr

Educational Linguistics

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