《語言、身份和教育雜志》是一個(gè)國際論壇，專門研究語言、身份和教育在全球和當(dāng)?shù)乇尘跋碌慕徊纥c(diǎn)。我們對(duì)跨學(xué)科研究感興趣，研究語言問題如何影響個(gè)人和社區(qū)身份，并與教育實(shí)踐和政策交叉。為了在JLIE上發(fā)表，研究必須集中關(guān)注第二語言、外國語言、少數(shù)民族語言、傳統(tǒng)語言或土著語言(或非標(biāo)準(zhǔn)方言)，以及它們與身份和/或教育的交叉。我們歡迎各種主題、理論方向和方法論方法(定性和定量)。我們特別感興趣的是:對(duì)語言學(xué)習(xí)者、教師和語言少數(shù)群體的生活產(chǎn)生切實(shí)差異的研究，應(yīng)作廣義的解釋，而不是為了理論辯論而發(fā)表理論論文;研究解決了單一語言和單一文化的教育方法如何重現(xiàn)社會(huì)現(xiàn)有的權(quán)力關(guān)系，并縮小了語言學(xué)習(xí)者和教師個(gè)人可以自稱的身份范圍的問題;強(qiáng)調(diào)多語言和多文化方法在對(duì)抗和挑戰(zhàn)現(xiàn)有社會(huì)力量方面的潛力的研究;研究語文和教育政策和方法，明確處理教育環(huán)境中多樣性和語文權(quán)利的各個(gè)方面;對(duì)影響少數(shù)族裔學(xué)生或其他第二語言學(xué)習(xí)者的識(shí)字政策、雙語發(fā)展、政策和實(shí)踐進(jìn)行批判性研究;研究各種語文教育模式的創(chuàng)新或成效(例如:英語為第二語言(ESL)、雙語教育、雙語教育、本地語文教育、傳統(tǒng)語文教育、外國/世界語文教育、內(nèi)容及語文綜合學(xué)習(xí)(CLIL)、庇護(hù)式內(nèi)容區(qū)教學(xué)等)。家庭/地方語言與文化社會(huì)化、學(xué)校教育的關(guān)系研究學(xué)校實(shí)踐中語言偏見的批判性研究促進(jìn)語言多樣化學(xué)生群體教育公平的教育實(shí)踐研究關(guān)于特殊需要/問題和有效的教育政策和實(shí)踐的語言少數(shù)群體特定研究。JLIE是一份國際期刊，因此，一項(xiàng)位于特定國家的研究應(yīng)該包含足夠的背景信息，讓國際讀者能夠理解當(dāng)?shù)氐沫h(huán)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.