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  • ISSN: 0305-0009 (Print), 1469-7602 (Online)
  • Editor: Johanne Paradis University of Alberta, Canada
  • Editorial board
A key publication in the field, Journal of Child Language publishes articles on all aspects of the scientific study of language behaviour in children, the principles which underlie it, and the theories which may account for it. The international range of authors and breadth of coverage allow the journal to forge links between many different areas of research including psychology, linguistics, cognitive science and anthropology. This interdisciplinary approach spans a wide range of interests: phonology, phonetics, morphology, syntax, vocabulary, semantics, pragmatics, sociolinguistics, and any other recognised facet of language study. Aspects of reading development are considered when there is a clear language component. The journal normally publishes full-length empirical studies or General Articles as well as shorter Brief Research Reports. To be appropriate for this journal, articles should include some quantitative data analyses, and articles based on case studies need to have a convincing rationale for this design. The journal publishes thematic special issues on occasion, the topic and format of which are determined by the editorial team.

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Other psycholinguistics journals from Cambridge

Cambridge Extra at LINGUIST List

  • ‘Word jails’, ‘slang bans’ and the punitive policing of language in schools
  • 10 February 2020, Katie
  • Blog post written by Ian Cushing based on a new article published in Language in Society The late, great linguist and educationalist Ronald Carter wrote that teachers can be forced into acting as a kind of ‘kind of linguistic dentist, polishing here and there, straightening out, removing decay, filling gaps and occasionally undertaking a necessary extraction’. In a new article published in Language in Society, I use Carter’s metaphor as a springboard to critically examine a spate of many current language education policies and pedagogies in schools which are driven by deficit discourses about linguistic variation and change. The focus of the paper is on primary and secondary schools in England who have implemented strict, prescriptive and punitive language policies which attempt . . . → Read More: ‘Word jails’, ‘slang bans’ and the punitive policing of language in schools...
  • Words on the loose: The power of “premium”
  • 27 January 2020, Katie
  • Blog post written by Crispin Thurlow based on a new article published in Language in Society   In a new paper for Language in Society, I open with the following anecdote about the disingenuous power of everyday language games. On a work trip to Stockholm several years ago, I needed to take my two sons along with me. My local colleagues had kindly accommodated us in one of Sweden’s “Elite” hotels. On arrival day, my sons and I checked in and made our way up to the room. As we stepped across the threshold my oldest son declared, with genuine disappointment, “But this isn’t elite!” After I pressed him, he explained that the room was just not big enough. Evidently, he had already learned . . . → Read More: Words on the loose: The power of “premium”...
  • Educating the global citizen or the global consumer?
  • 16 January 2020, Katie
  • Blog post written by Claire Kramsch based on an article published in Language Teaching My views on the impact that globalization has had on the learning and teaching of foreign languages have been very much influenced by my French upbringing. In the fifties in France I learned and then studied German not in order to find a job in Germany, nor to go and visit the country, nor even to make friends with Germans, but to enjoy German literature and to immerse myself in German poems and fairytales. The language for me was indissociable from texts on the page and the imaginary worlds they opened up for me.  Not that I had consciously intended it to be that way. The teaching of German . . . → Read More: Educating the global citizen or the global consumer?...