<div class="gmail_quote"> Forwarded From: <b class="gmail_sendername">Routledge</b> <span dir="ltr"><<a href="mailto:mail.qhqljvbz@tandf.msgfocus.com">mail.qhqljvbz@tandf.msgfocus.com</a>></span><br>Date: Wed, Apr 21, 2010 at 12:56 PM<br>
OPEN ACCESS - Journal of Language, Identity & Education<br><br><br><br>
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<td width="600" bgcolor="#d8d5cd" height="17"><font face="Arial, Helvetica, sans-serif"><strong><font color="#2f2cae" size="2">OPEN ACCESS to the <em>Journal of Language, Identity, and Education</em></font></strong></font><em> </em></td>
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<p align="justify"><font face="Arial, Helvetica, sans-serif"><font style="BACKGROUND-COLOR: #ffff00"><font size="2"><font style="BACKGROUND-COLOR: #ffffff"><font face="Arial, Helvetica, sans-serif">The <strong><em>Journal of Language, Identity, and Education</em></strong> is excited to offer OPEN ACCESS to an article from one of its recent issues 8(1): "<em><a href="http://pull.xmr3.com/p/1562-39CE/1389801/clickto1_ent~db=all~content=a908604950.html" target="_blank">Transformation of the Identities of Nonnative English-Speaking Scientists as a Consequence of the Social Construction of Revision</a></em>" by <font color="#000000">Karen Englander</font>.</font></font></font></font></font></p>
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<p><font face="Arial, Helvetica, sans-serif" size="2">The <strong><em>Journal of Language, Identity, and Education</em></strong>, edited by Thomas Ricento, University of Calgary, and Terrence G. Wiley, Arizona State University, 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:</font></p>
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<li><font face="Arial, Helvetica, sans-serif" size="2">educational policies and approaches that explicitly address various dimensions of diversity and linguistic rights in educational contexts; </font>
<li><font face="Arial, Helvetica, sans-serif" size="2">the formation and consequences of identities in educational and other social contexts; </font>
<li><font face="Arial, Helvetica, sans-serif" size="2">critical studies of literacy policies, national literacy and biliteracy demographics, the socio-economic and political significance of literacy, and societal expectations regarding literacy; </font>
<li><font face="Arial, Helvetica, sans-serif" size="2">research on the relationship between home/local linguistic and cultural socialization and schooling; </font>
<li><font face="Arial, Helvetica, sans-serif" size="2">critical and comparative analyses of official and legal frameworks for educational policies and practices in diverse settings; </font>
<li><font face="Arial, Helvetica, sans-serif" size="2">research on educational practices that promote educational equity for diverse student populations; and </font>
<li><font face="Arial, Helvetica, sans-serif" size="2">the role of ideologies in educational language and cultural policies. </font></li></li></li></li></li></li></li></ul>
<p><font size="2"><font face="Arial, Helvetica, sans-serif"><strong>Peer Review Policy:</strong> All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by two anonymous referees.</font></font></p>
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