Aims and Scope

The Journal of Linguistic and Intercultural Education (JoLIE) aims to publish original, high-quality research that advances theoretical, empirical, and applied understanding of the relationships between language, culture, and education. The journal is committed to fostering scholarship that addresses linguistic and intercultural phenomena as central dimensions of learning, communication, and social interaction in multilingual and culturally diverse contexts.

JoLIE is grounded in the view that language and culture are mutually constitutive. Linguistic structures, discourse practices, and cognitive processes are shaped by cultural frameworks, while language functions as the primary medium through which cultural knowledge, values, and identities are expressed, negotiated, and transmitted. From this perspective, research on language—whether focused on individual languages or on language as a general phenomenon—requires theoretical and methodological approaches that explicitly account for cultural dimensions.

 

The journal welcomes contributions that explore these interdependencies across a range of educational and sociocultural settings. JoLIE publishes research that addresses both theoretical and applied questions, including studies that examine language learning and teaching in first-language, second-language, and multilingual contexts, as well as research on linguistic and cultural contact, interference, and the emergence of new intercultural identities.

 

Scope of contributions

JoLIE invites submissions that make a substantial contribution to international scholarly debates, including (but not limited to) research on:

• linguistic and intercultural dimensions of education

• language learning, teaching, and acquisition

• bi- and plurilingualism

• language education policy and planning

• teacher education and professional development

• cognitive, pragmatic, and discourse-based approaches to language

• intercultural and cross-cultural competence

• language, identity, and social interaction in educational contexts

The journal encourages methodologically robust and theoretically grounded research, as well as interdisciplinary approaches that engage with contemporary challenges in linguistic and intercultural education.

 

Preference is given to manuscripts that demonstrate conceptual clarity, analytical depth, and relevance beyond local or narrowly defined contexts, and that contribute meaningfully to the development of the field at an international level.

 

Types of contributions

The Journal of Linguistic and Intercultural Education (JoLIE) publishes the following types of scholarly contributions:

• Original research articles, presenting empirical studies based on qualitative, quantitative, or mixed research methods;

• Theoretical and conceptual articles, offering original theoretical perspectives or critical engagements with existing frameworks relevant to linguistic and intercultural education;

• Review articles, providing systematic or state-of-the-art overviews of research in areas within the journal’s scope;

• Research-based applied studies, addressing pedagogical practices, educational contexts, or policy-related issues informed by empirical or theoretical research;

• Book reviews, critically engaging with recently published scholarly books relevant to linguistic and intercultural education.

 

All submissions are subject to double-anonymized peer review, with the exception of book reviews, which are assessed by the editors.