Australian Journal of Applied Linguistics
Editor-in-Chief: Glenn Stockwell
First Published: April 2018
Frequency: Three times per year
ISSN: 2209-0959 (Online)
Aims & Scope:
The Australian Journal of Applied Linguistics is a peer-reviewed international open access journal focussing on all areas of applied linguistics including natural and instructed second language acquisition, pragmatics, language learner identity, code-switching, translanguaging, language teaching methods, language change, language policy, language teacher education, approaches to language teaching and learning, the use of technology in language teaching and learning, theories of second language acquisition, cognitive and social aspects of language learning, and other relevant areas of research. Submissions about teaching, learning, and researching any human language or languages are welcome from any part of the world.
Publication Details:
This is an open access journal.
All articles are freely available immediately on publication.
There are no fees for submitting to or publishing in this journal.
Publisher Information:
Ground Level, 470 St Kilda Road
Melbourne VIC 3004 Australia
Email: journals@castledown.com
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L1-L2 congruency as a criterion to identify collocations based on contrastive analysis
Increasing L2 learners’ well-being: An EMPATHICS intervention study
Review of The Routledge Handbook of Materials Development for Language Teaching
Review of The Routledge Handbook of Materials Development for Language Teaching
Increasing L2 learners’ well-being: An EMPATHICS intervention study
L1-L2 congruency as a criterion to identify collocations based on contrastive analysis
Review of Rethinking Language Policy
Mobile language learning designs and contexts for newly arrived migrants
Review of The Routledge Handbook of Materials Development for Language Teaching
A developmental framework for online language teaching skills
Increasing L2 learners’ well-being: An EMPATHICS intervention study
L1-L2 congruency as a criterion to identify collocations based on contrastive analysis
Gender-inclusivity and gender-neutrality in foreign language teaching: The case of French