Open Call for Articles
June 2020 issue
The Journal of Applied Languages and Linguistics
SOLID RESEARCH … MADE ACCESSIBLE
Have you done some excellent research?
Is it based on solid evidence?
Does the world need to know?
Will it make a difference to the way people teach and learn languages?
Can you communicate it clearly?
The Journal of Applied Languages and Linguistics (J-ALL) is a brand-new peer-reviewed journal. We’re looking for articles for our June and December issues.
Submission deadline: May 30th, 2020
Here’s what we’re trying to do:
Bridge the gap between academia and front-line language teachers. Teachers are smart, and they care about best practice, but they simply don’t have time to wade through endless research papers. We want to make sure as many teachers as possible read, understand and implement the best research.
Inform the big debates in language learning and teaching. Teachers are constantly bombarded with opinions and ideas about best practice. But where’s the evidence behind those opinions? What can research tell us? We want to move the big debates away from “I believe …” and towards “Research shows that ….”
Help people teach and learn languages more successfully. We all know that learning a language can be a long and tedious process. But when it works well, the results are amazing. Teaching a language can be even more frustrating. But it’s still the best job in the world. We want to help language learners and teachers to keep that passion alive. We want to make a difference.
If you share our aims, consider submitting an article. We invite submissions on a range of topics from the fields of Applied Languages and Applied Linguistics. Click here for our submission guidelines.
Prior to the 2nd Language Education and Research Conference (LER conference; 3-4 October, 2020, Athens, Greece) the Journal of Applied Languages and Linguistics* (J-ALL) invites the submission of papers to appear on the journal’s special issue:
Aims and Scope:
Task-based language teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. In task-based approaches, the focus of classroom activities is on the task, and ultimately on meaning (for more on task-based teaching and learning). TBLT is a communicative approach in which students try to complete the task given by using the language instead of trying to use rules explicitly. TBLT is a bridge between classroom and daily life environment out of the classroom with the assistance of its communicative activities, which requires the interaction between students to perform a task in the classroom.
• Task-based grammar & communicative tasks
• Task-based grammar & learning strategies
• Task-based grammar & teaching materials
• Task-based grammar & corrective feedback
• Task-based grammar & Teaching English and a Second/ Foreign Language
• Task-based grammar & ESP (English for Specific Purposes)
• Task-based grammar & EAP (English for Academic Purposes)
Dr. Paschalis Chliaras FHEA (Editor in chief)
Chairman of Research Centre for Applied Languages and Linguistics
Head and MCT of ALS House Delta Centre & ALS House IELC
EAP (UG/PG) Tutor, University of Birmingham, UK
Publisher, Applied Language Studies House Publications
Dr. Efthymia Tsaroucha
Adjunct Lecturer of Linguistics; University of Thessaly, Greece
Post doctoral researcher; University of Western Macedonia, Greece
Submission Deadline: 30 June 2020
• empirical studies
• review articles
• all articles
If you share our aims, consider submitting an article. Click here for our submission guidelines.