Classroom Discourse

Aims & Scope

Classroom Discourse is an international, peer reviewed journal that provides a forum in which research from language and education disciplines can be combined.

The Journal focuses on research that considers discourse and interaction in settings where activity is deliberately organised to promote learning.

While most papers focus on the discourse of classrooms, others report research in more informal, naturalistic settings in which, while learning is certainly still taking place, it is not occurring in the typical and ‘traditional’ space of a classroom.

Examples might include online tutorials, peer-peer interactions of work-in-progress, and dialogues between ‘trainer and trainee’ in a workplace context.

In order to deal with the range of phenomena identified in the Journal’s wide interpretations of both ‘classroom’ and ‘discourse’, contributions are invited from across the range of theoretical perspectives and research methods.

Thus, articles are welcomed which use such perspectives as ethnomethodology, conversation analysis, discursive psychology, multimodal analysis, systemic functional linguistics, genre theory, studies on ‘voice’, identity studies, critical discourse analysis (CDA), sociocultural theory, cultural-historical activity theory, communities of practice, linguistic ethnography and linguistic anthropology, and poststructuralist discourse analysis.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.6
2024	1.50

SJR (SCImago Journal Rank)

Year	Value
2024	0.693

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	25

Journal Rank

Year	Value
2024	8199

Journal Citation Indicator

Year	Value
2024	145

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Learner initiatives and learning opportunities in the language classroom

  Citation: 115

  Authors: Hansun Zhang

• Translanguaging classroom discourse: pushing limits, breaking boundaries

  Citation: 112

  Authors: Li, Angel M. Y.

• Elaborations on L2 interactional competence: the development of L2 grammar-for-interaction

  Citation: 89

  Authors: Simona

• Translanguaging and trans-semiotising in a CLIL biology class in Hong Kong: whole-body sense-making in the flow of knowledge co-making

  Citation: 82

  Authors: Yanming (Amy), Angel M. Y.

• Positioning in classroom discourse studies: a state-of-the-art review

  Citation: 70

  Authors: Hayriye, Elizabeth R.

• Speaking out of turn? Taking the initiative in teacher-fronted classroom interaction

  Citation: 69

  Authors: Sue

• Pedagogical translanguaging and the construction of science knowledge in a multilingual South African classroom: challenging monoglossic/post-colonial orthodoxies

  Citation: 67

  Authors: Margie

• From L2 interactional competence to L2 interactional repertoires: reconceptualising the objects of L2 learning

  Citation: 66

  Authors: Joan Kelly

• On the contingent nature of language‐learning tasks

  Citation: 66

  Authors: John, Simona Pekarek

• Teachers’ embodied allocations in instructional interaction

  Citation: 65

  Authors: Leila

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