Language Learning

Cover image for Vol. 66 Issue 1

General Editor: Nick C. Ellis / Journal Editor: Pavel Trofimovich / Associate Journal Editor: Steven J. Ross / Associate Journal Editor: Kara Morgan-Short / Associate Journal Editor: Emma Marsden / Monograph Series Editor: Mary J. Schleppegrell and Marianne Gulberg / LL Cognitive Neuroscience Series Editor: Núria Sebastián-Gallés / Executive Director: Scott Jarvis / Associate Executive Director: Alister Cumming

Impact Factor: 1.612

ISI Journal Citation Reports © Ranking: 2014: 13/172 (Linguistics); 29/224 (Education & Educational Research)

Online ISSN: 1467-9922

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Key Articles

2014 Language Learning Outstanding Article of the Year - Free to Download

The Board of Directors of Language Learning are pleased to continue our annual award for the article that the Board members consider to be the most outstanding among those published in the previous year’s volume of the journal. For Volume 64 in 2014, we are delighted to grant this award to:

Novogrodsky, R., Caldwell-Harris, C., Fish,S. & Hoffmeister, R. (2014) The development of antonym knowledge in American Sign Language (ASL) and its relationship to reading comprehension in English. Language Learning, 64 (4), 749–770. DOI: 10.1111/lang.12078

The article reports on the acquisition of antonym knowledge and reading comprehension in a large population of deaf students from across the US as a function of their age and parental deafness/signing status. The research was carefully designed, representing many hundreds of hours of meticulous work. The findings have important implications for understanding how early language exposure affects the development of vocabulary knowledge and, in turn, reading comprehension, providing a rigorous demonstration of the importance of L1 development (in ASL) for L2 reading comprehension (English).

2013 Language Learning Outstanding Article of the Year

Jang, E. E., Dunlop, M., Wagner, M., Kim, Y.-H., & Gu, Z. (2013). Elementary school ELLs' reading skill profiles using cognitive diagnosis modeling: Roles of length of residence and home language environment.Language Learning,Volume 63, Issue 3, 400–436. DOI: 10.1111/lang.12016

The researchers investigated English academic reading proficiency in monolingual and immigrant students with different language background profiles, applying cognitive diagnosis modeling to data from large-scale provincial reading tests at Grade 6. The study demonstrates that students who come from home environments where they use English and another language exhibit high skill mastery achievement levels. Given ongoing instructional and linguistic support, immigrant students’ diverse home language environments did not adversely affect their reading achievement in the longer term. Indeed, English Language Learners outperformed English monolinguals after 5 years of residence in Ontario. The research offers new ways of investigating the heterogeneous populations of learners of English, contributing valuable insights to understand their different learning trajectories. The findings have important implications for educational policies and will be closely read by many researchers and educators around the world.

News

Language Learning is participating in the Center for Open Science $1,000,000 Preregistration challenge

Preregistered Badge

Early in 2016, the Center for Open Science (COS) announced a new open science initiative—one thousand researchers from various fields of science will win $1,000 each for publishing results of preregistered research. Language Learning is one of the select journals across various disciplines that are eligible for this initiative. If you wish to participate, follow the steps outlined by COS: preregister the design of your study with the Open Science Framework (for review and approval by COS), carry out the study, and submit your manuscript to Language Learning, provided the manuscript directly relates to fundamental issues of language learning and development. To be eligible for the prize, your published manuscript would then be reviewed by COS for adherence to the preregistration. By submitting a manuscript that reports a preregistered study, you will contribute to a most worthy cause—promoting transparency and reproducibility of research in language sciences! For more information, see http://www.cos.io/prereg.

Although Language Learning is supportive of this initiative, preregistering your study with COS does not guarantee acceptance with Language Learning.


The 2014 Language Learning Cognitive Series volume, edited by Monika Molnar and Nuria Sebastian-Galles, is available for purchase at wiley.com, or included with a 2014 subscription to Language Learning.

Click here for more information about the Language Learning Cognitive Series.


The 2014 Language Learning Monograph Series volume, authored by Caroline Coffin and Jim Donohue, is available for purchase from wiley.com, or included with a 2014 subscription to Language Learning.

Click here for more information about the Language Learning Monograph Series.

Grant Schemes

Grant Schemes - mortarboard image


Language Learning supports scholarship and research in language studies by means of a variety of grant programs:

  • The Language Learning Dissertation Grant Program
  • The Language Learning Roundtable Conference Program
  • The Language Learning Distinguished Scholar-in-Residence Program
  • The Language Learning Small Grants Research Program
  • The Language Learning Visiting Research Assistant Professorship

These schemes are described in the frontmatter of the journal and on the Grants page.

LL Book Series

Language Learning Book Covers

Language Learningcurrently publishes three book series:

Language Learning Monograph Series


Currents in Language Learning Series


Language Learning Cognitive Neuroscience Series

Language Learningalso published the Best of Language Learning Series from 2001 to 2011.

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