l1 educational studies in language and literature journal

L1-Educational Studies in Language and Literature

The L1 Journal may be accessed directly by clicking here .

‘L1-Educational Studies in Language and Literature’(L1-ESLL) publishes high quality research on learning and teaching in the domains of L1 language and of literature. By ‘L1 instruction’ we mean, language of instruction (that is, typically a region’s language of instruction) that serves the learning needs of students where the language taught is the first language as well as the learning needs of students where it actually is their second language. We also welcome papers on the learning and teaching of minority languages which are the first language for some students but differ from the language of instruction, and of heritage languages which form part of the cultural traditions in which students grow up. We do not, however, publish research on the teaching and learning of foreign languages. Manuscripts submitted may deal with the teaching and learning of L1 language and literature (including digital media) within schools and other educational contexts, and ranging from kindergarten to institutions serving vocational and tertiary education. Manuscripts may consider the processes of teaching and learning as well as their frame conditions (e.g., linguistic diversity in schools, orthographic systems, literacy practices outside the school). However, they must focus on educational issues. We do not publish linguistic analyses or literary studies without any bearing on education.

Our aim is to connect individuals involved in the teaching and learning of L1 languages and literatures from different countries and regions. Studies in L1 teaching and learning are done in many countries, but often in “splendid isolation”. L1-ESLL offers an international forum for research and scholarly discussion on current issues and pedagogical practices.

L1-ESLL is the official journal of the International Association for Research in L1 Education (ARLE). ARLE seeks to build a network of specialists in L1 education and to encourage quality L1 education that is informed by research. For more information, visit the ARLE website at http://www.arle.be/index.html.

L1 Publication Ethics Statement

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L1 Educational Studies in Language and Literature

Subject Area and Category

• Literature and Literary Theory
• Health Professions (miscellaneous)
• Psychology (miscellaneous)
• Linguistics and Language

International Association for Research in L1 Education (ARLE)

Publication type

15676617, 15731731

Information

How to publish in this journal

The set of journals have been ranked according to their SJR and divided into four equal groups, four quartiles. Q1 (green) comprises the quarter of the journals with the highest values, Q2 (yellow) the second highest values, Q3 (orange) the third highest values and Q4 (red) the lowest values.

The SJR is a size-independent prestige indicator that ranks journals by their 'average prestige per article'. It is based on the idea that 'all citations are not created equal'. SJR is a measure of scientific influence of journals that accounts for both the number of citations received by a journal and the importance or prestige of the journals where such citations come from It measures the scientific influence of the average article in a journal, it expresses how central to the global scientific discussion an average article of the journal is.

Evolution of the number of published documents. All types of documents are considered, including citable and non citable documents.

This indicator counts the number of citations received by documents from a journal and divides them by the total number of documents published in that journal. The chart shows the evolution of the average number of times documents published in a journal in the past two, three and four years have been cited in the current year. The two years line is equivalent to journal impact factor ™ (Thomson Reuters) metric.

Evolution of the total number of citations and journal's self-citations received by a journal's published documents during the three previous years. Journal Self-citation is defined as the number of citation from a journal citing article to articles published by the same journal.

Evolution of the number of total citation per document and external citation per document (i.e. journal self-citations removed) received by a journal's published documents during the three previous years. External citations are calculated by subtracting the number of self-citations from the total number of citations received by the journal’s documents.

International Collaboration accounts for the articles that have been produced by researchers from several countries. The chart shows the ratio of a journal's documents signed by researchers from more than one country; that is including more than one country address.

Not every article in a journal is considered primary research and therefore "citable", this chart shows the ratio of a journal's articles including substantial research (research articles, conference papers and reviews) in three year windows vs. those documents other than research articles, reviews and conference papers.

Ratio of a journal's items, grouped in three years windows, that have been cited at least once vs. those not cited during the following year.

Evolution of the percentage of female authors.

Evolution of the number of documents cited by public policy documents according to Overton database.

Evoution of the number of documents related to Sustainable Development Goals defined by United Nations. Available from 2018 onwards.

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L1 Education in Times of Globalization, Digitalization and Diversity Vol. 24 No. 2 (2024)

Open issue vol. 24 no. 1 (2024), special issue: modelling processes of comprehension, aesthetic experience, and interpretation in literary conversations vol. 23 no. 2 (2023), open issue (2023) vol. 23, open issue (2022) vol. 22, special issue gaming and literacies (2022), open issue (2021) vol. 21, special issue working with literature in nordic secondary education (2021), special issue twenty years of l1-educational studies in language and literature (2021), open issue (2020) vol. 20, special issue danish as l1 in a learning materials perspective (2020), special issue research on l1 grammar in schooling: mediation at the heart of learning grammar (2020), open issue (2019) vol. 19, special issue systematically designed literature classroom interventions: design principles, development and implementation (2019), special issue what is grammar in l1 education today (2019), special issue assessing oracy (2019), open issue (2018) vol. 18, special issue making connections: studies of language and literature education (special issue in honor of gert rijlaarsdam) (2018), special issue working on grammar at school in l1-education: empirical research across linguistic regions (2018), open issue (2017) vol. 17, special issue the role of writing in literature education (2017), special issue executive functions and children's literacy development (2017), special issue teaching and learning of reading and writing in a muticultural and multilingual setting (2017), open issue (2016) vol. 16, special issue international perspectives on dialogic theory and practice (2016), information.

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Scopus CiteScore 2023:

https://www.scopus.com/sourceid/145569

82 nd percentile

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Volumes and issues

Volume 5 january - december 2005 jan - dec 2005.

• Issue 3 December 2005
• Issue 2 May 2005
• Issue 1 January 2005

Volume 4 January 2004 Jan 2004

• Issue 2-3 January 2004
• Issue 1 January 2004

Volume 3 January - October 2003 Jan - Oct 2003

• Issue 3 October 2003
• Issue 1-2 January 2003

Volume 2 January - October 2002 Jan - Oct 2002

• Issue 3 October 2002
• Issue 2 May 2002
• Issue 1 January 2002

Volume 1 January - October 2001 Jan - Oct 2001

• Issue 3 October 2001
• Issue 2 May 2001
• Issue 1 January 2001
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