The Journal of Language, Identity, and Education is an international forum for interdisciplinary research that is grounded in theory and of interest to scholars and policymakers. This journal seeks cutting-edge interdisciplinary research from around the world, reflecting diverse theoretical and methodological frameworks and topical areas, including but not limited to:

• educational policies and approaches that explicitly address various dimensions of diversity and linguistic rights in educational contexts;
• the formation and consequences of identities in educational and other social contexts;
• critical studies of literacy policies, national literacy and biliteracy demographics, the socio-economic and political significance of literacy, and societal expectations regarding literacy;
• research on the relationship between home/local linguistic and cultural socialization and schooling;
• critical and comparative analyses of official and legal frameworks for educational policies and practices in diverse settings;
• research on educational practices that promote educational equity for diverse student populations; and
• the role of ideologies in educational language and cultural policies.

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

Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.