
Academic Journal
Q1Language and Education
About Language and Education
About Language and Education
Language and Education is a peer-reviewed scholarly journal published by Taylor and Francis Ltd. (United Kingdom). It focuses on Q1. Publication coverage spans 1987-2026.
Key indicators: ISSN 0950-0782; H-index 67.
Understanding This Journal's Metrics
Journal metrics help researchers assess fit, but they must be interpreted in context:
- H-index (67): Strong citation impact — 67 articles cited at least 67 times each, reflecting solid influence.
Publishing in Language and Education
An established venue in its field. The journal welcomes solid, well-executed research. Ensure your manuscript fits the stated scope and follows author guidelines carefully.
- Scope fit: Confirm your research aligns with Q1. Off-scope manuscripts are typically desk-rejected quickly.
- Author guidelines: Follow formatting, reference style, and article-type requirements exactly — non-compliant manuscripts may be returned without review.
- Submission: Submit via the official journal website.
Is This Journal Right for Your Paper?
- Audience match: Will the journal's readers cite and build on your findings?
- Timeline: Higher-tier journals mean longer review and higher rejection risk. Balance prestige against your schedule.
- Indexing: Confirm indexing in Web of Science, Scopus, and PubMed (if biomedical) meets your institutional requirements.
- Open access needs: Check funder mandates and whether the journal offers compliant OA options.
Frequently Asked Questions
What is the ISSN of Language and Education?
0950-0782.
Who publishes Language and Education?
Taylor and Francis Ltd..
What are Language and Education's metrics?
H-index 67.
Where do I submit to Language and Education?
Via the official website.
Is Language and Education peer-reviewed?
Yes — it is a peer-reviewed scholarly journal indexed in major academic databases.
Source-backed journal facts
Topics in published research
Multilingual Education and Policy; EFL/ESL Teaching and Learning; Second Language Learning and Teaching; Discourse Analysis in Language Studies; Literacy, Media, and Education; Language, Discourse, Communication Strategies.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Source: OpenAlex source record. Retrieved 2026-10-03. Source record updated 2026-10-02. OpenAlex metrics are different from SCImago metrics and the Clarivate Journal Impact Factor.
Journal Metrics
Quartile, SJR and the listed SCImago H-index use the 2025 imported SCImago dataset. A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
How do in-service teachers reason about syntactic functions in group dialogues? A Norwegian perspective
Heidi Brøseth, Jimmy van Rijt
2026-10-09 · DOI: 10.1080/09500782.2026.2741069Expanding the boundaries of linguistic reasoning in L1 education
Jimmy van Rijt, Kristin Denham
2026-10-07 · DOI: 10.1080/09500782.2026.2741071Young students’ language puzzling and linguistic reasoning
Mari Nygård, Randi Solheim
2026-09-25 · DOI: 10.1080/09500782.2026.2733433Cultivating shared translanguaging professional vision with an ESL teacher team
Samuel S. David, Laurie Hahn Ganser, Amanda J. Swearingen
2026-09-24 · DOI: 10.1080/09500782.2026.2725063How useful is literature-based CLIL for EAL students in Australia? An analysis of students’ Gothic narratives using the 4Cs framework
Bich Nguyen
2026-09-24 · DOI: 10.1080/09500782.2026.2733432Global ambitions versus grounded realities: the shifting employability of English-medium instruction graduates in Japan
Oliver Hadingham, Heath Rose
2026-09-18 · DOI: 10.1080/09500782.2026.2729122Educators’ changing interpretive stance and meaning-making language during shared reading of a postmodern picture book
Shuqin Cao, Yue Zou, Feifei Han, Zhenlan Cai et al.
2026-09-15 · DOI: 10.1080/09500782.2026.2730419The role of language variation in Greek Heritage language education in Sweden: policies, practices, and ideologies
Natalia Ganuza, Zoe Nikolaidou, Maria Rydell
2026-09-11 · DOI: 10.1080/09500782.2026.2729123Student teachers’ motivations for specializing in the L1 subject: a Swedish Q study
Philippe Collberg
2026-09-03 · DOI: 10.1080/09500782.2026.2725070Agency in the act of redesign: multiliteracies and epistemic positioning in an EMI reading course
Miranda Karjagdi Çolak
2026-08-31 · DOI: 10.1080/09500782.2026.2723425Indicators of academic success among primary EAL learners: a qualitative systematic review
Yan Wang, Melissa Barnes, Lilly K. Yazdanpanah
2026-08-29 · DOI: 10.1080/09500782.2026.2722071Becoming through tests: long-term English learners’ (re)positioning of self and other as acts of resistance
Huseyin Uysal, Ester J. de Jong
2026-08-28 · DOI: 10.1080/09500782.2026.2716131Exploring visual literacy in science: how second and fourth graders interpret and engage with science texts
Daibao Guo, Huijing Wen, Sadi Harp, April Silimperi et al.
2026-08-19 · DOI: 10.1080/09500782.2026.2716133Enabling the uptake of translanguaging through the development of an arts-based framework in Teacher Activity Groups
Lavinia Hirsu, Dobrochna Futro, Nguyễn Ngọc Ánh
2026-08-19 · DOI: 10.1080/09500782.2026.2718298Grammatical and general reasoning in students: evidence for a reasoning-driven approach to grammar education
Rosalie Bourdages
2026-08-15 · DOI: 10.1080/09500782.2026.2716141Editorial: Teacher emotion in teaching multilingual students
Jiying Han, Hongbiao Yin
2026-09-03 · DOI: 10.1080/09500782.2026.2712916Inside and outside the CLIL classroom: teachers’ underestimation of students’ digital and AI-mediated practices
Patricia Bárcena-Toyos, Onorina Botezat, Rahime Filiz Ağmaz, Elena Kovacikova et al.
2026-08-06 · DOI: 10.1080/09500782.2026.2712923Building translanguaging spaces: CLIL planning tools for the Australian New Arrivals Program
Shu Ohki, Julie Choi, Rafaela Cleeve Gerkens
2026-08-06 · DOI: 10.1080/09500782.2026.2712919Metalinguistic reasoning in teacher education: contrasting formation pathways in L2/L3 pre-service teachers
Merilyn Meristo
2026-07-23 · DOI: 10.1080/09500782.2026.2702316Linguistic inquiry and epistemic orientations of preservice Turkish language teachers through Turkish emphatic reduplications
B. Ümit Bozkurt
2026-07-22 · DOI: 10.1080/09500782.2026.2703224Reviews
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Version History
October 9, 2026 at 7:50 pm
September 25, 2026