Sections of Language
Research articles are in-depth articles in any area of linguistics. Submissions must not exceed 18,000 words of main text inclusive of notes, any charts and tables, and appendices, but excluding references. Papers should be written so as to be accessible to a general linguistics audience.
Research reports are shorter papers that may be of interest primarily to specialists, and need not be written to address a general audience. The typical Research Report will make a smaller, more targeted contribution than a Research Article (similar to the "squib" format in some other journals). Although the expectation with regard to theoretical contribution is lower for Research Reports than for regular Research Articles, Research Reports should still make a theoretical contribution. The intention of the section is to review and publish papers quickly. A Research Report should be less than 9000 words in length inclusive of all notes and references.
Book reviews are reviews of recent Linguistic books. Book reviews are invited by the Book Review Editor, and unsolicited reviews are not accepted. For complete information about book reviews, consult this page.
Submissions to this online-only section reflect on developments in linguistic research, without necessarily making a novel research contribution in the submission itself. This section includes discussions, replies, and letters to the editor.
Language and Public Policy
Language and Public Policy is an online-only section of Languagethat was established in 2013. It publishes original, high quality scholarship exploring and analyzing areas of public policy that benefit from the findings and methods of linguistics.
Articles may deal with public policy concerns in the social sciences, education, medicine, and law, among other disciplines, from any level (local to international), that involve language as the topic (as in language policy itself), a focus (as in education policies), an instrument (as in legal policies), or a relevant variable (as in labor or civil rights policies). The section highlights the relevance of language and linguistics to the policy arena through discussion of issues that bring them together. Multi-disciplinary and international contributions are welcomed.
To submit a manuscript, please follow the general Notes to Contributors. Manuscripts for publication should be submitted through this online portal, marked clearly as a submission for the Language and Public Policy section. The editorial process for Language will be followed, with double-blind review of manuscripts by expert reviewers.
The editors of this section of Language are also Associate Editors of Language.
Teaching Linguistics is an online-only section of Language that invites submissions of original, high quality scholarship that analyzes a pedagogical issue, assesses a teaching technique, or reviews pedagogical materials related to the teaching of linguistics.
Submissions may focus on the teaching of any area of linguistics at any level or may offer a broader perspective on teaching linguistics within higher education or the K-12 curriculum. As language-related issues are not restricted to the linguistics classroom, we welcome multi-disciplinary perspectives from related areas, including but not limited to: Anthropology, Communication, Computer Science, Education, English, Modern & Classical languages, Psychology, and Speech Pathology.
To submit a manuscript, please follow the general Notes to Contributors for Language. Manuscripts for publication should be submitted through this OJS portal, marked clearly as a submission for the Teaching Linguistics section. The editorial process for Language will be followed, with double-blind review of manuscripts by expert reviewers.
Paper topics may include but are not limited to:
- K-12 teaching: programs that introduce linguistics in a K-12 setting, the integration of linguistics into a K-12 curriculum, and preparing educators to teach linguistically and culturally diverse students.
- Undergraduate teaching: engaging students through research, general education, service learning, online learning, and teaching linguistics for education programs.
- Graduate teaching: pedagogical training for graduate students; pedagogical, advising, and mentoring issues in graduate programs; pedagogical issues in interdisciplinary programs; and professional development training for graduate students.
- Role of linguistics in higher education: best practices for growing a linguistics program, models of linguistics programs, and the state of the discipline.
Articles are evaluated using the following criteria:
- Are the ideas focused on a core area of linguistics and pertinent to the Language readership?
- How well does the literature review situate the article in a broader linguistic and/or pedagogical context?
- How comprehensively does the author consider implications for the scholarship of teaching and learning in linguistics and related fields?
- Does the article directly address ethical considerations with respect to how the information was gathered and how the approaches and techniques were implemented?
- How innovative and replicable are the ideas presented?
In addition to research papers focusing on the teaching of Linguistics, this section of the journal also publishes reviews of Linguistic textbooks. For information about how to prepare such a review, please consult this link.
Resources from other teaching journals and organizations focused on the scholarship of teaching and learning may be useful to authors. These include but are not limited to:
- Teaching Sociology
- Teaching Psychology
- AACU LEAP
- The Carnegie Foundation for the Advancement of Teaching
- National Council for the Teaching of English
The editors of this section of Language are also Associate Editors of Language.
This online-only section of Language is aimed at publishing articles that generate written responses. Each contribution in this section will consist of a longer 'target article' and a collection or 'responses' to the target article. Target articles will be selected on the basis of quality, readability, and whether they are likely to invite further productive discussion of issues of general interest to the field.
Responses up to 8,000 words in length (including refences and any appendices) in response to the target articles will be selected on the basis of whether they represent thoughtful perspectives that engage an issue raised by the article; we encourage preliminary submission of commentary abstracts up to three pages, as well as full commentaries. Broadly negative responses are not encouraged—a discussion deepening our understanding of an issue should dominate the presentation. Responses are selected on the basis of whether they collectively represent an informative diversity of perspectives. A second round of briefer responses may be published in a later volume of Language is warranted.
Submissions for target articles are often solicited by the editorial team. Altough unsolicited submissions of target articles will be accepted, you are encouraged to discuss any plans for submission with the editor before submission. All target articles and responses should be submitted to this online portal with the “Perspectives” section selected. Reviewing will be done at the discretion of the editors.
Phonological Analysis has now become an independent LSA journal, Phonological Data and Analysis (PDA). Language therefore no longer accepts submissions to this online section. Interested authors are invited to contact the PDA editors by email at firstname.lastname@example.org.
After several years as part of Language, this section has gone independent. The website for the new independent Journal of Historical Syntax is available here. Although we are no longer accepting new submissions to the Historical Syntax section of Language, we will continue to see through those manuscripts that are already in our editorial system.