About the Journal
Focus and Scope
The International Journal of Literacy, Culture, and Language Education (IJLCLE) is multi-, inter- and trans-disciplinary and focuses on all aspects of language, literacy and culture in education worldwide. Theoretical and conceptual study, empirical and applied research using qualitative and/or quantitative methodologies, critical papers, special issues and book reviews are all invited. Contributions from a host of disciplines such as sociolinguistics, sociology of language, psycholinguistics, educational linguistics, applied linguistics, linguistic anthropology, raciolinguistics, literacy studies, cultural studies, language and gender studies, language and political economy, media and technology, language education, teacher education, educational policy, semiotics, pragmatics, language policy and planning, language revitalization, and linguistic landscapes are very welcome. The intended audience of IJLCLE are researchers, scholars, educators, and graduate students from around the world.
IJLCLE was born out of the Working Papers in Literacy, Culture, and Language Education (WPLCLE) published in five volumes from 2012 to 2017. This is the reason why the Editorial Team decided to include those five volumes in the archives of IJLCLE as a background information and evidence of its conception.
Peer Review Process
Double blind peer review
Open Access Policy
IJLCLE is committed to providing open access for academic work. All the original articles, special issues, and book reviews are free to access immediately from the date of publication. We do not charge any fees for any reader to download articles and reviews for their own scholarly use.
IJLCLE also operates under the Creative Commons Licence CC-BY-NC-ND. This allows for the reproduction of articles, free of charge, for non-commercial use only and with the appropriate citation information. All authors publishing with the IJLCLE accept these as the terms of publication.
- Department of Literacy, Culture, and Language Education (LCLE), Indiana University