We are delighted to announce an exciting transition for the IAFOR Journal of Language Learning.
From July 2019, this title will publish under the umbrella of the Scopus listed IAFOR Journal of Education, becoming its annual Language Learning Issue.
For more information on the Language Learning Issue, please view the following sections.
The IAFOR Journal of Education: Language Learning Issue encourages interdisciplinary research, with the primary focus being on addressing critical issues and current trends and research in the education of language learners and the field of language learning.
This would include exploring significant themes, exceptional programs and promising practice in the fields of second language acquisition, reading instruction, linguistics, content area literacy, multicultural education, and strategic instruction as they relate to the appropriate education of those engaged in language learning. The anticipated audience will be preservice and inservice teachers and administrators, university faculty and students, linguists, and others interested in language learning research.
All papers are reviewed equally according to standard peer review processes, regardless of whether or not the authors have attended a related IAFOR conference.
Please note that papers already submitted to or published in IAFOR Conference Proceedings are not accepted for publication in any of IAFOR’s journals.
The journal covers a variety of topics, including:
- Acculturative stress
- Adult language learners
- Assessment concerns
- Characteristics of the most effective professional development for both preservice and inservice teachers and administrators
- Cross-cultural aspects of language learning
- Cross-cultural communication
- Culturally relevant and culturally responsive teaching
- Curriculum and/or programme development for language learning
- Differentiated instruction for those engaged in language learning
- Educational linguistics
- How to minimise the possibility of language loss
- ICT and CALL in language learning
- Innovation in educating diverse populations
- Intercultural communication
- Language learning among young learners
- Language learning and assessment
- Language teacher education
- Psychological issues in language learning
- Reflective language teaching and learning
- Social issues in language learning
- Strategies for supporting the native language
- Successful bilingual, ESL, and other language learning programs
- The affective and academic impact of refugee resettlement and political asylum
- The identification of a suitable implementation and assessment of culturally relevant teaching and leadership
- The impact of the loss of cultural identity on SLA
- The role of the heritage language and culture in second language acquisition
- The use of multicultural and multicultural bilingual books
- University/school partnerships functioning successfully in diverse settings
- Using music and art to enhance academic achievement
Dr Melinda Cowart
Dr Melinda Cowart is Professor of Bilingual/ESL Teacher Education at the College of Professional Education, Texas Woman’s University (TWU).
Dr Cowart has considerable teaching, mentoring, and editorial experience, and her past professional career in education has been dedicated to exploring how to provide excellence and equity for all, including those who are linguistically, ethnically, or academically diverse. Prior to entering academia on a full-time basis, Dr Cowart taught in bilingual and ESL classrooms. She has far-reaching experience with university school partnerships, having coordinated the University of North Texas Professional Development Schools within the Dallas Independent School District for 13 years.
In her capacity as Professor of Bilingual/ESL Education at TWU, Dr Cowart has worked with faculty and students from universities and schools around the world, and championed research and writing regarding the best approaches for educating and providing leadership when addressing the unique needs of second language learners.
Since 2005, Dr Cowart has served as Managing Editor and then Series Editor of the monographic series, Critical Issues in the Education of English Language Learners. In 12 years, while mentoring faculty and guiding international students, she has edited ten completed monographs.
She and her husband, Mr Ron Cowart, have worked extensively with refugee youth and adults, having been recognised for their service by former Texas Governor George W. Bush, and Presidents George Herbert Walker Bush and Bill Clinton. In 2015, Dr Cowart was selected to participate in the nationally recognised OpEd Project as a Public Voices Fellow.
Dr Hasan M. Al-Wadi
University of Bahrain, Kingdom of Bahrain
Dr Hasan M. Al-Wadi holds a Postgraduate Certificate in Academic Practice in Higher Education from York St. John University, UK, 2012. He obtained his Doctor of Education (EdD) degree in Teaching English to Speakers of Other Languages (TESOL) from the University of Exeter, UK, in 2009. The title of his dissertation is Bahraini English Language Teachers’ Perceptions of the Native-Speaker English Teachers in the Kingdom of Bahrain: How are they different? He also received his Masters’ of Education (MEd) in Instruction & Curriculum Development titled: The Effects of Using Creative Thinking Activities in Learning English on Third Secondary Commercial School Students’ Creative Skills from the University of Bahrain, Kingdom of Bahrain in 2003. His BA is in English Language and Literature – Minoring in Education, which he received from the University of Bahrain, Kingdom of Bahrain, in 1999.
Since joining the academic field, Dr Hasan has published several articles in different indexed international journals. He also managed to receive two research grants (each for 1,500 BHD, around 4,000 USD). Dr Hasan’s areas of research interest are (but not limited to) Critical issues in TESOL, Teacher Education, Teachers’ Professional Knowledge and Cognition, Curriculum Design, Curriculum Theory, Continual Professional Development, Language Testing, English as a medium of instruction, and Interferences of Educational Policy on Language Education Policy. Recently, Dr Hasan has been a visiting scholar at the School of Languages at York St. John University, UK, where he is collaborating on a study investigating EFL teachers’ beliefs of the impact of applying national examination policy on their teaching practices.
Dr Didem Koban Koç
Hacettepe University, Turkey
Associate Professor Didem Koban Koç is currently working in the English Language Teaching Department at Hacettepe University, Ankara, Turkey. She received a a PhD in Linguistics from the City University of New York, USA, in 2009, an MA in Teaching English as a Second Language (TESOL) from New York University, USA, in 2002 and a BA in Teaching English as a Foreign Language (EFL) from Middle East Technical University, Turkey, in 2000. Her current interests include sociolinguistics and second language acquisition.
Her initial research focused on Language Contact and Change. Much of this work has focused on the effect of linguistic and social variables on the use of a minority language in a language contact setting. Some of her research focused on the influence of social variables such as gender and socioeconomic status on student achievement. Her research also involved second/foreign language acquisition. In her recent research, she analysed the acquisition and use of formulaic sequences by learners of English as a foreign language and learner autonomy. Currently, she is working on a study that analyzes the language used in the media from a Genre Analysis approach and aims to offer recommendations regarding the improvement of critical thinking skills in the school curriculum in Turkey. She has led funded projects on the development of writing skills of English language learners in Turkey and on oral code-switching in Turkish-English Bilingual Speakers in New York City, New York, USA.
Hakuoh University, Japan
Dr Akihiro Saito is an associate professor at the Faculty of Education at Hakuoh University, Oyama, Japan. He received his PhD from the University of Southern Queensland, Toowoomba, Australia. He is currently Principal Investigator of a Grants-in-Aid for Scientific Research (KEKENHI) project investigating the discursive framing of language policy drawing on social theories of late-modernity. His articles have appeared in the International Journal of Applied Linguistics (Wiley-Blackwell), System (Elsevier), and the International Journal of Pedagogies and Learning (Taylor & Francis). He is the recipient of the 2016 Japanese Association of Qualitative Psychology International Research and Collaboration Promotion Award.
Dr Claudia Sánchez
Texas Woman’s University, USA
Dr. Sánchez holds an MA in Curriculum and Instruction and a PhD in Educational Psychology with an emphasis in English as a Second Language (ESL) and Bilingual education. She earned both degrees at Texas A&M University-College Station, USA. The focus of Dr Sánchez’s scholarly work is best practices for second language teaching and learning, Spanish language literacy and development, and bilingual/ESL teacher preparation.
From 2004 to 2009, Dr Sánchez pioneered the TWU bilingual program’s grant-writing efforts and secured over four million dollars in federal funds to prepare ESL and bilingual teachers for the two largest districts in the North Texas area – Dallas Independent School District and Fort Worth Independent School District.
Dr Ruben A. Sanchez
Philippine Christian University, the Philippines
University of Makati, the Philippines
Northern Quezon College Inc., the Philippines
Dr Sanchez started with a humble beginning. He worked his way through college and earned a BS in Mathematics from Silliman University, Dumaguete City, the Philippines. He is a holder of a Master in Business Administration and a Doctor of Public Administration from Foundation University, also in Dumaguete City. He is also a holder of Master of Arts in Education Major in Educational Management from Northern Quezon College Inc. Just recently, he finished his second doctorate degree in Education major in Educational Management at the Philippine Christian University, Taft, Metro Manila on December 2017. Further, he is also currently enrolling in a crash online program on Statistics at the University of Amsterdam and Management at the University of California. Further, he got his National Certification (NCIII-Bookkeeping) from Technical Education and Skills Development Authority (TESDA).
He has extensive training in Business Analytics, Business Statistics and Statistics with Computer Application. Dr Sanchez is currently the Senior Consultant of RAS Research & Training Consultancy, a consultancy firm specializing in educational research, business research, marketing research, statistical analysis, business strategy, strategic management, leadership, community organizing, project planning and entrepreneurship, likewise, serving as Department Head of the Business Administration Department and Research Director of Northern Quezon College Inc. His research activities highlight on learning pedagogy, curriculum development and statistical analysis. He served as Senior Reviewer on The Asian Conference on Education & International Development (ACEID2018), held at The Art Center Kobe, Kobe, Japan, organized by The International Academic Forum.
He has been teaching Mathematics and Statistics for 21 years now. He used to be a university statistician and statistics consultant of students and private/public agencies. He has advised MA and PhD students. He sits on the panel of examiners at the graduate school. He joined the academic community in 1996 as a Teaching Fellow and had served in various capacities: as Department Head, as College Dean and as Business Development Officer of the Business Assistance Center (BAC), a project funded by the Development Bank of the Philippines. His greatest happiness is seeing his former students excelling in their chosen fields. His philosophy in life is to help and continuously inspire people especially students. In his stint as former Dean of the College of Business Administration, he was given an appointment by the Commission on Higher Education (CHED) – RO-7 as a member of the Regional Quality Assurance Team for RO VII: BAPA Programs (RQAT-CHED RO7). He became a Filipino Youth Ambassador during the 1997 Asia Connects Youth Conference held simultaneously in Vancouver, Canada. Likewise, a Philippine Youth delegate during the 1998 Youth Festival on Global Concern held in Melbourne, Australia. Further, he was awarded as 1997 Most Outstanding SK Chairman in Dumaguete City.
Now that Dr Sanchez is based in Luzon, he is engaged as part-time graduate school professor of Philippine Christian University (PCU) MBA Program-Manila, PCU-NQCI Extension MBA Program, NQCI MAED Program, University of Makati School of Continuing Professional Education (SCOPE) Executive MBA Program and a Thesis Adviser of the Collegio de San Juan de Letran MBA program.
Dr Rekha Sapra
University of Delhi, India
Dr Rekha Sapra is currently an Associate Professor in the Department of Human Development & Family Empowerment at Delhi University College. She received her PhD from Delhi University and also her M Phil and MSc from the same university. Her teaching responsibilities include imparting skills to students at the graduate level, mainly focusing on children with challenges, human development and child development. In addition, she also partners with NGOs to share her research and provide services to children from difficult and challenging backgrounds.
In the past, Dr Sapra has been actively associated with research in the areas of cognition, conceptual development, and social and emotional competence in children. She is a recipient of the prestigious “Meritorious Teacher Award 2013-14” from the Government of Delhi in recognition of her contribution to college life and enhancing research in the fields of child development. She has been actively engaged with children at the grass roots and was honoured with the “Balkanji Bari International Award” for her contribution to Early Childhood Education. Dr Sapra also developed a major research project, supported by the University Grants Commission, looking into intervention strategies for the social and emotional wellbeing of children, she was the principal investigator. Dr Sapra has actively contributed to a project on stress and Youth which was funded by the university of Delhi.
Dr Sapra’s research on language as a facilitator of conceptual development has been published and widely accepted. She works with children at the Early Education Stage in order to enhance their development in various domains. Most recently, her research on social and emotional skills as important determinants of academic success and adjustment related challenges in children with ADHD has been published. In addition, the focus on bibliotherapy and storytelling to deal with children having behavioural and adjustment problems was rigorously researched and documented. Her work on language Model for science teaching in primary grades has been found to be very effective in conceptual development in children.
Dr Rekha Sapra has authored and edited several books and published in many national and international journals of repute. She is a Reviewer for Sociology Study, a professional journal published across the United States by David Publishing Company and a Referee for a national Journal of Education, MERI Journal of Education.
Dr Meliha R. Simsek
Department of Foreign Languages
University of Health Sciences,Turkey
Meliha R. Simsek is currently an assistant professor of foreign languages at the University of Health Sciences, Istanbul, Turkey, and was previously a teacher trainer at the Faculty of Education, Middle East Technical University, Ankara, Turkey. She was educated at Buca Faculty of Education in İzmir, and graduated with a BA in ELT from Dokuz Eylul University in 2004. She completed her MA (2006) and PhD (2009) in ELT at the Institute of Educational Sciences, Dokuz Eylul University, İzmir, Turkey. Her research interests include applied linguistics, ELT methodology, materials evaluation and development, and teacher education.
Dr Li-Chih Wang
The Education University of Hong Kong
Dr Wang, Li-Chih is currently an Assistant Professor in the Department of Special Education and Counselling at The Education University of Hong Kong. He has practical experience in teaching students with special needs at the preschool, elementary, and secondary levels in both public and private settings. Before he joined the Education University of Hong Kong, he served as a visiting scholar at the University of Texas, Austin. His primary area of professional activity is the heterogeneity of Chinese children with dyslexia which is classifying the different subtypes of them by their cognitive-linguistic abilities. Also, his research recently has focused on the temporal processing deficits of Chinese dyslexia and whether it is possible to enhance their reading by improving their temporal processing.
Dr Wang’s other research interests also include the comorbidity of Chinese children with reading disabilities and attention deficit/hyperactivity disorders. The quantity and quality of his research outputs in the recently years have been recognised by receiving couple faculty awards.
Reviewers evaluate articles in their specialist areas, and provide an opinion that is weighed against the opinion of one or more additional reviewers.
The IAFOR Journal of Education: Language Learning Issue is grateful for the valuable contributions of time and expertise generously donated by all reviewers.
University of Leicester, United Kingdom
Mayamin Altae has QTS (Qualified Teaching Status) from University of Bradford, UK; MA (Educational Technology & TESOL) from University of Manchester, UK; and PhD (Education, Teachers’ Training) from University of Leicester, UK. Her research interests include Educational Technology, TESOL, Teachers’ Training, Embedding Technology into Teaching Practices, Developing Countries Education Systems, Educational Change, Educational Leadership, Curriculum Assessment and Development. Her current research project is “EFL Teachers’ Perceptions and Attitudes on Embedding Technology in Teaching in Relation to the Education Policy in Iraq”. She holds the following awards: English for Iraq Award from British Council; Curriculum Development and Assessment Award from the Ministry of Education, Iraq; IATEFL Liverpool and Brighton Conferences Awards; she has also received University of Leicester Conferences Scheme Grants.
Dr Joanie Crandall
University of Saskatchewan, Canada
Joanie Crandall is Coordinator of the Centre for Forensic Behavioural Science and Justice Studies at the University of Saskatchewan in Canada. She teaches for the College of Education. She completed her doctoral degree at the University of Saskatchewan in Interdisciplinary Studies, during which time she was a principal at a K-6 school in the Arctic and served a Limited Term Appointment. She taught grades 7 to 12 on a remote rural Cree reservation in northern Canada and has a background in Instructional Design and Educational Media. She is a facilitator of Instructional Skills workshops.
She was previously the Book Review Editor for the Journal of Canadian Association of Curriculum Studies and she brings experience reviewing manuscripts for the Canadian Journal of Education. She has worked with non-profits and government agencies and has published her research in a variety of contexts. Her research interests include Indigenous writing, interdisciplinary learning models, multimodal emergent and early literacies, social justice approaches in teaching and writing, and qualitative methods.
Dr Ayça Dinçer
Çukurova University, Turkey
Ayça Dinçer has been teaching English as a foreign language since 1999 and has had the opportunity to teach in several contexts, from primary schools to universities. She graduated from the English Linguistics Department at Hacettepe University, Ankara-Turkey (1994-1999), and completed an MA on Discourse (Teacher Talk) at Cukurova University, Adana (2005-2008) before undertaking her Phd (Texts+Conceptual Metaphor).
Since 2010, Dr Dincer has been teaching English to university preparatory students. In other faculties of the university, she lectures in Applied Linguistics, Semantics, Introduction to Linguistics and Semiotics. Dr Dincer has acted as a proof reader for the journal PEGEGOG, which publishes quantitative and qualitative research.
Dr Saadia Elamin
Prince Sultan University, Saudi Arabia
Saadia Elamin is Associate Professor of Translation at the section of English and Translation, Prince Sultan University, Riyadh, Saudi Arabia. Holder of a Doctorate of Translation Studies (Arabic, English and French) from the Higher School of Interpreters and Translators (ESIT) of the Sorbonne in 1984, she has since been teaching translation and interpreting in a number of universities in Sudan, Libya and Saudi Arabia. Her research interests cover areas such as translation theory and practice, teaching translation and interpreting, translation of university programs, and language competence as part of translation competence. Her papers are published in local peer-reviewed university journals, such as King Saud University Journal, Journal of the Universe of Khartoum and JJMLL of Jordan, as well as international journals, namely Turjuman and Forum of John Benjamin’s. She is currently involved in the launch of the Master of Translation at Prince Sultan University.
Before embarking on the field of translation, Dr Saadia was a language instructor in Sudan secondary schools, where she taught English and French after she graduated with the Bachelor of Education at the Higher Teacher Training Institute, now the Faculty of Education, University of Khartoum
Dr Andrew Leichsenring
Tamagawa University, Japan
Andrew Leichsenring is an Assistant Professor at Tamagawa University, Japan. He has been an educator for over two decades and has experience teaching in Australia, Japan, and South Korea during that time. He holds five university degrees from four Australian universities: Doctor of Philosophy, Queensland University of Technology; Master of Education, Queensland University of Technology; Graduate Diploma in Teaching & Learning, Charles Darwin University; Bachelor of International Business, Griffith University; and Bachelor of Arts, The University of Queensland. He also holds an Australian primary school teacher’s licence.
Dr Leichsenring’s research interests include: English as an international language education; learner identity development; professional teacher identity & professional practice development; and L2 speaking & listening assessment. He was awarded Best Paper and Best Presentation by the International Society for Engineers and Researchers (ISER) at the ISER International Conference in Osaka, Japan in 2017.
Dr K. Sanmuganathan
University of Jaffna, Sri Lanka
Dr Sanmuganathan is Senior Lecturer in ELT attached to the University of Jaffna, Sri Lanka. Previously he served as a teacher of English Language at primary and secondary schools for 17 years. He has a PhD in Linguistics from the University of Kelaniya and SOAS, University of London. Before this, he completed both an MPhil and MA (English Medium) at the University of Kelaniya, and a Post Graduate Diploma in Education (distinction) and a BA from the University of Jaffna (English, Linguistics and Sociology).
In the past, Dr Sanmuganathan has widely published. His most recent book, Teaching Morphosyntactic Features of English is published by LAP LAMBERT Academic Publishing (2017). In addition, he has also published two books on English Communication, and many peer reviewed journal articles and conference papers, on topics such as Language Learning, Second Language Teaching, EFL and Error Analysis, Learning Difficult L2 Grammatical Forms, CALL, Pedagogy, Linguistics, and Impediments Encountered in Developing Writing Skills.
Dr Bethe Schoenfeld
Western Galilee College, Israel
Dr Bethe Schoenfeld was born in Yokosuka in 1958, but lived in the USA before moving to Israel in 1981. She has been teaching English in Israel at both the secondary and tertiary levels since 1985. She is former Head of English Studies at the Western Galilee College and the current Coordinator for Exam Writing.
She has published two books Dysfunctional Families in the Wessex Novels of Thomas Hardy, and The Routine of War: How One Northern Israeli Community Coped During the Second Lebanon War. She has collaborated on 3 EAP textbooks: A.C.E.S. 1– Advanced College English Skills, A.C.E.S. 2– Advanced College English Skills, The Big Picture – Strategies for College English at the Intermediate Level, and The Latest and the Greatest (edited texts and questions for reading comprehension at the Advanced Level).
Dr Mai Zaki
American University of Sharjah, UAE
Dr Mai Zaki is currently an Assistant Professor at the Department of Arabic and Translation Studies, American University of Sharjah. She has a PhD in Linguistics from Middlesex University, London and a degree in teaching Arabic as a Foreign Language (TAFL) from SOAS, University of London. She has taught courses in linguistics, translation, and Arabic as a Foreign Language in universities in Egypt, the UK and the UAE. Her research interests include pragmatics, corpus linguistics, translation, corpus-based teaching and foreign language teaching. She presented her research in many international conferences and is published in the fields of linguistics and Arabic teaching.
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