Language Learning Journal (LLJ) provides a forum for scholarly contributions on current aspects of foreign language and teaching. LLJ is an international, peer-reviewed journal that is intended for an international readership, including foreign language teachers, language teacher educators, researchers and policy makers. Contributions, in English, tend to assume a certain range of target languages. These are usually, but not exclusively, the languages of mainland Europe and ‘Community Languages'; other languages, including English as a foreign language, may also be appropriate, where the discussion is sufficiently generalisable.

The following are key areas of interest:

• Relationships between policy, theory and practice
• Pedagogical practices in classrooms and less formal settings
• Foreign language learning/teaching in all phases, from early learners to higher and adult education
• Policy and practice in the UK and other countries
• Classroom practice in all its aspects
• Classroom-based research
• Methodological questions in teaching and research
• Multilingualism and multiculturalism
• New technologies and foreign languages

LLJ is the official journal of the Association for Language Learning.

Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.

Disclaimer for Scientific, Technical and Social Science publications:
Taylor & Francis and the Association for Language Learning makes every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, Taylor & Francis and the Association for Language Learning and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis and the Association for Language Learning.