Journal of Language Identity and Education

《语言、身份和教育杂志》是一个国际论坛，专门研究语言、身份和教育在全球和当地背景下的交叉点。我们对跨学科研究感兴趣，研究语言问题如何影响个人和社区身份，并与教育实践和政策交叉。为了在JLIE上发表，研究必须集中关注第二语言、外国语言、少数民族语言、传统语言或土著语言(或非标准方言)，以及它们与身份和/或教育的交叉。我们欢迎各种主题、理论方向和方法论方法(定性和定量)。我们特别感兴趣的是:对语言学习者、教师和语言少数群体的生活产生切实差异的研究，应作广义的解释，而不是为了理论辩论而发表理论论文;研究解决了单一语言和单一文化的教育方法如何重现社会现有的权力关系，并缩小了语言学习者和教师个人可以自称的身份范围的问题;强调多语言和多文化方法在对抗和挑战现有社会力量方面的潜力的研究;研究语文和教育政策和方法，明确处理教育环境中多样性和语文权利的各个方面;对影响少数族裔学生或其他第二语言学习者的识字政策、双语发展、政策和实践进行批判性研究;研究各种语文教育模式的创新或成效(例如:英语为第二语言(ESL)、双语教育、双语教育、本地语文教育、传统语文教育、外国/世界语文教育、内容及语文综合学习(CLIL)、庇护式内容区教学等)。家庭/地方语言与文化社会化、学校教育的关系研究学校实践中语言偏见的批判性研究促进语言多样化学生群体教育公平的教育实践研究关于特殊需要/问题和有效的教育政策和实践的语言少数群体特定研究。JLIE是一份国际期刊，因此，一项位于特定国家的研究应该包含足够的背景信息，让国际读者能够理解当地的环境。

The Journal of Language, Identity, and Education is an international forum for original research on the intersections of language, identity, and education in global and local contexts. We are interested in interdisciplinary studies that examine how issues of language impact individual and community identities and intersect with educational practices and policies.In order to publish in JLIE, a study must have a central focus on second, foreign, minority, heritage, or indigenous languages (or non-standard dialects) and their intersection with either identity and/or education. We welcome a variety of topics, theoretical orientations, and methodological approaches (both qualitative and quantitative). We are particularly interested in: Studies that make tangible differences in the lives of language learners, teachers, and language minority communities broadly construed, as opposed to theoretical papers for the sake of arguing theory; Studies that address questions of how monolinguistic and monoculturalist approaches to education reproduce existing power relations in society and narrow the range of identities that individual language learners and teachers can claim for themselves; Studies that highlight the potential of multilingual and multicultural approaches to counteract and challenge existing societal forces; Studies on language and educational policies and approaches that explicitly address various dimensions of diversity and linguistic rights in educational contexts; Critical studies of literacy policies, biliteracy development, policies and practices impacting linguistically minority students or other second language learners; Research on innovations or on the effectiveness of various language education program models (e.g. English as a second language (ESL), bilingual education, dual language education, indigenous language education, heritage language education, foreign/world language education, content and language integrated learning (CLIL), sheltered content-area instruction, etc. Research on the relationship between home/local linguistic and cultural socialization and schooling; Critical studies about linguistic bias in schooling practices; Research on educational practices that promote educational equity for linguistically diverse student populations; Linguistic minority group-specific studies on special needs/issues and on effective educational policies and practices.JLIE is an international journal and therefore a study that is situated in a particular country should include enough background information for an international audience to be able to make sense of the local context.