Language and Education provides a forum for the discussion of recent topics and issues in language and literacy which have an immediate bearing upon thought and practice in education. Articles draw important and well-communicated implications from their subject matter for one or more of the following: policy, curriculum, pedagogy or evaluation in education.
The task of the Journal is to encourage language specialists and researchers in language in education and educational linguists to organise and present their material in such a way as to highlight its educational implications, thereby influencing educational theorists and practitioners and leading to improved educational outcomes for students. |