About
About Issues in Applied Linguistics
Issues in Applied Linguistics (IAL) is a peer-reviewed, open-access scholarly journal established in 1989 at the University of California, Los Angeles (UCLA). Dedicated to advancing scholarship in applied linguistics, IAL provides an interdisciplinary forum for research, theoretical inquiry, critical perspectives, pedagogical innovation, and scholarly dialogue.
IAL welcomes contributions that explore language in educational, social, cultural, cognitive, and institutional contexts. The journal embraces diverse theoretical perspectives, methodological approaches, and forms of scholarly expression, with particular interest in innovative research and emerging directions that contribute meaningfully to the field.
A distinguishing feature of IAL is its commitment to supporting emerging scholars. We particularly encourage submissions from graduate students, recent graduates, and early-career researchers, alongside contributions from established scholars, independent researchers, and practitioners. Our editorial philosophy combines rigorous scholarly standards with constructive engagement, and we are committed to working with authors to develop promising manuscripts into high-quality scholarly publications.
IAL publishes a wide range of contributions, including original research, reviews, theoretical and conceptual scholarship, critical perspectives, scholarly interviews, conference proceedings, and pedagogical contributions. This breadth reflects the journal's longstanding commitment to interdisciplinary exchange and its recognition that valuable scholarship can take many forms.
Published through the University of California's eScholarship platform, IAL makes its content openly accessible to readers worldwide, supporting the dissemination and exchange of applied linguistics scholarship across institutions, disciplines, and professional communities.
We invite scholars at all stages of their careers to contribute to IAL and join an ongoing conversation about language, learning, communication, and society.
For information about the journal's scholarly interests and publication categories, please visit our Focus and Scope page.
For manuscript preparation and submission instructions, please consult our Submission Guidelines.
Volume 25, 2024
Issues in Applied Linguistics
Articles
- “Our Kids are Going to Live their Future, Not our Past”: The Family Language Policies of Three Transnational Families
In recent decades, the field of family language policy (FLP) has expanded in breadth to reconceptualize the notion of family structure and the rich variety of motivations of transnational families. In an age spotlighted by the blurring of linguistic and cultural borders, this study was guided by one overarching question: As a parent, would you be willing to compromise the development of your child’s heritage language in exchange for your child increasing their social capital, improving their English language skills, and becoming a global citizen? Interviews were conducted with three sets of highly-educated, multilingual parents who lived abroad for work and to afford their children future linguistic, cultural, and economic opportunities. Results found that as the parents realized these opportunities, the children’s relationship to the parents’ first language and culture deteriorated; however, the parents took these challenges in stride, not losing sight of the skills their children were currently developing. Further, owing to their positive outlook, the parents considered their children’s heritage language attrition as a temporary outcome that the children could ameliorate down the road, should they so choose.
Interviews
- In Conversation with Gary Barkhuizen about Language Teacher Identity
Gary Barkhuizen,Professor of Applied Linguistics at the University of Auckland, is a prominentscholar studying narrative inquiry and language teacher education. Withacademic roots spanning South Africa and New Zealand, his journey began withstudies at the University of Essex and Columbia University, where he earned hisMaster’s and Doctorate degrees, respectively. His influence extends far beyondhis classroom, with numerous publications in esteemed journals such as TESOLQuarterly, RELC Journal, and Australian Review of Applied Linguistics. Renownedfor his co-authored books such as “Analysing Learner Language” and “NarrativeInquiry in Language Teaching and Learning Research,” he continues to shapediscourse in applied linguistics with his work on language teacher identity. OnJanuary 16, 2024, he was interviewed by Huseyin Uysal. In their conversation,Gary reflects on pivotal career moments, emphasizing the power of connectionsin teaching. He explores the dynamic interplay of self-perception and externaldescriptions in identity formation, introducing facets like reflexive and projectedidentities. Dilemmic aspects during transitions, coping practices, and theimpact of early experiences on identity are discussed. Gary extends the focusto broader socio-political contexts, highlighting the influence of externalrealities. Regarding future research, he suggests exploring teachers ofmultiple languages, heritage languages, and Indigenous languages. He emphasizesthe need for self-study, addressing ideological spaces and practicalimplementation of identity research in language teacher education.