Language and Education

Aims & Scope

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.

Articles are welcomed concerning all aspects of language education in the dominant language of the country, society, or educational system in question.

This includes mother tongue and second language education, issues related to immersion education, content-based language teaching, CLIL, bi/multilingualism, and medium-of-instruction.

The remit of Language and Education, however, does not extend to modern foreign language education (i.e. modern foreign languages or English as a foreign language).

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	2.8

SJR (SCImago Journal Rank)

Year	Value
2024	1.213

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	63

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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.

• Discourses of Writing and Learning to Write

  Citation: 257

  Authors: Roz

• Moving out of linguistic boxes: the effects of translanguaging strategies for multilingual classrooms

  Citation: 226

  Authors: Leketi

• Student Writing as 'Academic Literacies': Drawing on Bakhtin to Move from Critique to Design

  Citation: 198

  Authors: Theresa

• Teaching Children How to Use Language to Solve Maths Problems

  Citation: 179

  Authors: Neil, Claire

• Dialogic Teaching: Discussing Theoretical Contexts and Reviewing Evidence from Classroom Practice

  Citation: 167

  Authors: Sue

• Dialogic teaching in the primary science classroom

  Citation: 163

  Authors: Neil, Lyn, Judith Kleine

• Incomplete Journeys: Code-switching and Other Language Practices in Mathematics, Science and English Language Classrooms in South Africa

  Citation: 154

  Authors: Mamokgethi, Jill, Yvonne, Abdool

• Revisiting the Continua of Biliteracy: International and Critical Perspectives

  Citation: 151

  Authors: Nancy H., Ellen

• Child language brokering in linguistic minority communities: Effects on cultural interaction, cognition, and literacy

  Citation: 145

  Authors: Jeff, Lucy

• Multicultural, Heritage and Learner Identities in Complementary Schools

  Citation: 140

  Authors: Angela, Arvind, Nirmala, Peter

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