ERL Journal is designated for papers on cross-disciplinary, educational and linguistic, issues. It is meant to address (I) the position of language and how it is put into practice across different schools, cultures, methods and personalities, and (II) the experiencing of language by learners in terms of their language beliefs, activity, affect and cognition. ERL Journal includes theoretical and empirical papers, presenting qualitative and quantitative approaches. Resting on the overarching premise of language shaping our reality and education (assignment of meanings to the world and subject matter learnt), it ultimately aims to unravel this process and to boost the position of language in education. ERL Journal’s MISSION STATEMENT.
ERL Journal is international, interdisciplinary, peer-reviewed, and double-blinded. It follows its OPEN ACCESS STATEMENT.

Its area of interest comprises ‘Scope Major‘ (issues marked as ‘Module 1’) and ‘Scope Minor‘ (issues marked as ‘Module 2’).

KEY DATA & 10 QUALITY BENCHMARKS
               

                                  

            

ALL PAPERS PUBLISHED IN ERL JOURNAL CAN BE SEEN FROM 6 DIFFERENT LENSES:

ALL TITLES PUBLISHED IN ERL JOURNAL (alphabetically)

ERL JOURNAL – Index of THINGS  

IN SHORT: ERL JOURNAL’S TRAJECTORY AND THEMES 

See the GEOGRAPHICAL DIVERSITY of ERL JOURNAL

 

 

To see the practices we follow with regard to transparency and malpractice avoidance, go to our GUIDELINES

ISSN 2657-9774                DOI prefix 10.36534

INDEXING

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