Example of Language Learning in Higher Education format
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Example of Language Learning in Higher Education format Example of Language Learning in Higher Education format Example of Language Learning in Higher Education format Example of Language Learning in Higher Education format Example of Language Learning in Higher Education format Example of Language Learning in Higher Education format Example of Language Learning in Higher Education format
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Example of Language Learning in Higher Education format Example of Language Learning in Higher Education format Example of Language Learning in Higher Education format Example of Language Learning in Higher Education format Example of Language Learning in Higher Education format Example of Language Learning in Higher Education format Example of Language Learning in Higher Education format
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Language Learning in Higher Education — Template for authors

Publisher: De Gruyter
Categories Rank Trend in last 3 yrs
Language and Linguistics #334 of 879 up up by 262 ranks
Linguistics and Language #372 of 935 up up by 273 ranks
Education #964 of 1319 up up by 30 ranks
journal-quality-icon Journal quality:
Good
calendar-icon Last 4 years overview: 98 Published Papers | 59 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 05/07/2020
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Journal Performance & Insights

CiteRatio

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

A measure of average citations received per peer-reviewed paper published in the journal.

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

0.6

20% from 2019

CiteRatio for Language Learning in Higher Education from 2016 - 2020
Year Value
2020 0.6
2019 0.5
2018 0.2
graph view Graph view
table view Table view

0.228

15% from 2019

SJR for Language Learning in Higher Education from 2018 - 2020
Year Value
2020 0.228
2019 0.267
2018 0.13
graph view Graph view
table view Table view

0.461

5% from 2019

SNIP for Language Learning in Higher Education from 2018 - 2020
Year Value
2020 0.461
2019 0.438
2018 0.505
graph view Graph view
table view Table view

insights Insights

  • CiteRatio of this journal has increased by 20% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

insights Insights

  • SJR of this journal has decreased by 15% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 5% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Language Learning in Higher Education

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De Gruyter

Language Learning in Higher Education

Approved by publishing and review experts on SciSpace, this template is built as per for Language Learning in Higher Education formatting guidelines as mentioned in De Gruyter author instructions. The current version was created on and has been used by 498 authors to write and format their manuscripts to this journal.

Linguistics and Semiotics

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Last updated on
04 Jul 2020
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ISSN
2191-6128
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Sherpa RoMEO Archiving Policy
Yellow faq
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Plagiarism Check
Available via Turnitin
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Endnote Style
Download Available
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Citation Type
Numbered
[25]
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Bibliography Example
C. W. J. Beenakker. Specular andreev reflection in graphene. Phys. Rev. Lett., 97(6):067007, 2006.

Top papers written in this journal

open accessOpen access Journal Article DOI: 10.1515/CERCLES-2015-0017
"Improvisation Is Not Allowed in a Second Language": A Survey of Italian Lecturers' Concerns about Teaching Their Subjects through English.

Abstract:

Abstract English-medium instruction (EMI) is increasingly being introduced not only in universities in northern Europe but also in central and southern countries, such as Italy. However, the competences and concerns of the lecturers involved are not always considered when such developments are introduced, and support or train... Abstract English-medium instruction (EMI) is increasingly being introduced not only in universities in northern Europe but also in central and southern countries, such as Italy. However, the competences and concerns of the lecturers involved are not always considered when such developments are introduced, and support or training may not be offered. This paper reports on a survey on EMI to which 115 lecturers in a public university in northern Italy responded. The survey was carried out by the university’s Language Centre as part of the LEAP (Learning English for Academic Purposes) Project, which was developed to support lecturers in EMI. The survey sought to identify what the lecturers perceived as their strengths and weakness in English, their concerns, and also their evaluations of the experience of teaching through English if they had any. The findings discussed in this paper shed light on the needs of lecturers who are involved in EMI, which relate to methodology as well as language issues. The implications of this for European university language centres intending to support EMI at their universities are discussed in the conclusion. read more read less

Topics:

English for academic purposes (67%)67% related to the paper, Improvisation (58%)58% related to the paper
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36 Citations
open accessOpen access Journal Article DOI: 10.1515/CERCLES-2018-0004
Translanguaging in higher education: Using several languages for the analysis of academic content in the teaching and learning process

Abstract:

Abstract This article reports on research that questions the existence and use of translingual practices in higher education. On the one hand, the increase of mobility in Tertiary Education leads to the presence of various individual repertoires in the classroom and, on the other hand, the use of scientific texts, usually pub... Abstract This article reports on research that questions the existence and use of translingual practices in higher education. On the one hand, the increase of mobility in Tertiary Education leads to the presence of various individual repertoires in the classroom and, on the other hand, the use of scientific texts, usually published in English, is more and more common. These two factors impose a language choice on professors. In some cases, they may choose to use a single lingua franca, most often English, or in other cases, they may choose to undermine the English language’s hegemonic role by using what García refers to as translanguaging. This study sets out to analyse a case study in a Language and communication policies course at the University of Algarve, in Portugal. The course attendees were half local students and half Erasmus students. The professor of this course let students use their various linguistic repertoires, by using several languages during the lessons, in order to achieve a collective comprehension of the content, which in most cases was in English. In this manner, they reached what (García, Ofelia & Li Wei. 2014. Translanguaging: Language, Bilingualism and Education. Houndmills. Basingstoke: Palgrave Macmillan) define as the “co-construction of knowledge” in a “co-learning classroom environment”. Furthermore, the professor asked the students to take a structured multilingual final exam, in three languages, in order to stimulate and develop their multilingual competence. read more read less

Topics:

Translanguaging (75%)75% related to the paper, Multilingualism (61%)61% related to the paper, Applied linguistics (60%)60% related to the paper, Language planning (54%)54% related to the paper
View PDF
31 Citations
Journal Article DOI: 10.1515/CERCLES-2011-0002
The Council of Europe's Common European Framework of Reference for Languages (CEFR): Approach, status, function and use

Abstract:

Abstract The Council of Europe's Common European Framework of Reference for Languages is rapidly becoming a powerful instrument for shaping language education policies in Europe and beyond. The task of relating language policies, language curricula, teacher education and training, textbook and course design and content, exami... Abstract The Council of Europe's Common European Framework of Reference for Languages is rapidly becoming a powerful instrument for shaping language education policies in Europe and beyond. The task of relating language policies, language curricula, teacher education and training, textbook and course design and content, examinations and certification systems to the CEFR is currently being undertaken by a growing number of public and private stakeholders in all European states. Most of these stakeholders recognise the real reference value of the document and apply the principles on which it was based most appropriately. There are instances of use, however, that indicate that reference may be made to the CEFR as a Council of Europe document merely for the purpose of recognition on “the educational market” without real application of its basic values and concepts. In some other cases the CEFR may be referred to in an attempt to introduce one normative curriculum for uniform language education in Europe – contrary to the intention of the authoring team and to Council of Europe principles, and indeed to the very nature and content of the CEFR itself. The purpose of this article is to clarify the value and the status of the CEFR by referring to related tools and instruments offered by the Council of Europe, among them the Recommendation CM/Rec(2008)7 on the use of the Council of Europe's Common European Framework of Reference for Languages (CEFR) and the promotion of plurilingualism (Council of Europe 2008), adopted by the Committee of Ministers of the Council of Europe in July 2008. read more read less

Topics:

Common European Framework of Reference for Languages (74%)74% related to the paper, Multilingualism (64%)64% related to the paper, Plurilingualism (63%)63% related to the paper, Language policy (60%)60% related to the paper, Applied linguistics (60%)60% related to the paper
29 Citations
Journal Article DOI: 10.1515/CERCLES-2018-0003
Enhancing critical thinking through active learning

Abstract:

Abstract Today the Framework for 21st Century Learning developed by the Partnership for 21st Century Learning (P21) is widely recognized and has been used in the U.S., Canada and New Zealand. P21 defines and illustrates the skills and knowledge students need and states that critical thinking is fundamental for twenty-first ce... Abstract Today the Framework for 21st Century Learning developed by the Partnership for 21st Century Learning (P21) is widely recognized and has been used in the U.S., Canada and New Zealand. P21 defines and illustrates the skills and knowledge students need and states that critical thinking is fundamental for twenty-first century success and essential for success in an academic context. The Organization for Economic Co-operation and Development (OECD) also values the importance of cultivating critical thinking. However, critical thinking is not a part of the EFL curriculum in Japan, and lessons are not focused on the development of meta-cognitive strategies. How do we help students learn foreign languages and twenty-first Century Skills at the same time? Active learning and content and language integrated learning (CLIL) offer such a learning environment where learners enhance their cognitive skills and gain knowledge while they are learning content and language. This paper reports on a study that explores how active learning with CLIL instruction helps Japanese EFL learners to develop critical thinking skills. In the author’s student-centered instruction based class, critical thinking was stimulated with questions based on the revised Bloom’s taxonomy to develop lower and higher order thinking skills while various scaffolding activities were provided. Pretest-posttest results from the Critical Thinking Disposition Scale (CTDS) and the Cornell Critical Thinking Test (CCTT) Level Z were compared to determine to what extent, if any, EFL learners developed critical thinking disposition and skills through active learning in CLIL classes. The results of the CTDS and CCTT suggest that active learning has value for increasing critical thinking. read more read less

Topics:

Critical thinking (69%)69% related to the paper, Active learning (64%)64% related to the paper, Language acquisition (60%)60% related to the paper, Applied linguistics (58%)58% related to the paper, Teaching method (52%)52% related to the paper
28 Citations
open accessOpen access Journal Article DOI: 10.1515/CERCLES-2017-0009
Synchronous communication technologies for language learning: Promise and challenges in research and pedagogy

Abstract:

We propose a definition of synchronous communication based on joint attention, noting that in certain mediated communication settings joint attention is a matter of perception rather than determinable fact. The most salient properties of synchronous computer-mediated communication (SCMC) are real-time pressure to communicate ... We propose a definition of synchronous communication based on joint attention, noting that in certain mediated communication settings joint attention is a matter of perception rather than determinable fact. The most salient properties of synchronous computer-mediated communication (SCMC) are real-time pressure to communicate and a greater degree of social presence relative to asynchronous communication. These properties underlie the benefits and challenges of SCMC for language learning, which we discuss under three headings: (1) SCMC as learning tool; (2) SCMC as target competence; and (3) SCMC as setting for learner dialogue, intracultural and intercultural. We survey research themes in SCMC and preview the contributions of the Special Issue. Finally, we identify questions for future research. read more read less

Topics:

Mediated communication (55%)55% related to the paper, Intercultural communication (54%)54% related to the paper, Computer-mediated communication (51%)51% related to the paper
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28 Citations
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Frequently asked questions

1. Can I write Language Learning in Higher Education in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the Language Learning in Higher Education guidelines and auto format it.

2. Do you follow the Language Learning in Higher Education guidelines?

Yes, the template is compliant with the Language Learning in Higher Education guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in Language Learning in Higher Education?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Language Learning in Higher Education citation style.

4. Can I use the Language Learning in Higher Education templates for free?

Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for Language Learning in Higher Education.

5. Can I use a manuscript in Language Learning in Higher Education that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Language Learning in Higher Education that you can download at the end.

6. How long does it usually take you to format my papers in Language Learning in Higher Education?

It only takes a matter of seconds to edit your manuscript. Besides that, our intuitive editor saves you from writing and formatting it in Language Learning in Higher Education.

7. Where can I find the template for the Language Learning in Higher Education?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Language Learning in Higher Education's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

8. Can I reformat my paper to fit the Language Learning in Higher Education's guidelines?

Of course! You can do this using our intuitive editor. It's very easy. If you need help, our support team is always ready to assist you.

9. Language Learning in Higher Education an online tool or is there a desktop version?

SciSpace's Language Learning in Higher Education is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

10. I cannot find my template in your gallery. Can you create it for me like Language Learning in Higher Education?

Sure. You can request any template and we'll have it setup within a few days. You can find the request box in Journal Gallery on the right side bar under the heading, "Couldn't find the format you were looking for like Language Learning in Higher Education?”

11. What is the output that I would get after using Language Learning in Higher Education?

After writing your paper autoformatting in Language Learning in Higher Education, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is Language Learning in Higher Education's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Language Learning in Higher Education?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Language Learning in Higher Education. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Language Learning in Higher Education?

The 5 most common citation types in order of usage for Language Learning in Higher Education are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

15. How do I submit my article to the Language Learning in Higher Education?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Language Learning in Higher Education's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

16. Can I download Language Learning in Higher Education in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Language Learning in Higher Education Endnote style according to Elsevier guidelines.

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