Reflecting the growth of international exchange programmes in an educational context, Study Abroad Research in Second Language Acquisition and International Education has as its focus the role of study abroad in language learning and educational development. In the area of language learning, articles explore all facets of second language acquisition during study abroad such as the nature of linguistic development, input engagement and interaction, and the role of contextual, social and socio-biographical factors underpinning the learner’s experience abroad. The journal also explores issues beyond the linguistic, such as the relationship between study abroad and academic, professional, personal and social development. A complementary area of focus is educational policy and planning issues in study abroad exchange programmes within international education. The journal publishes peer-reviewed articles, thematic issues, invited state-of-the-art articles, and short squibs and research reports.
Studying Teacher Education is an internationally refereed journal that welcomes papers from authors who have an interest in research and practice in teaching and teacher education. The main purpose of the journal is to foster research and dialogue in self-study of teaching and teacher education practices, with a view to encouraging and widely disseminating such research and dialogue. In so doing, the journal is a forum for educators who work in a wide variety of settings and who are seeking to make substantial contributions to:self-study research, design and practice the knowledge base of teaching and teaching about teaching enhanced understandings of learning to teach the nature of teacher education the professional development of teachers and teacher educators.The journal seeks to create opportunities for teachers and teacher educators to publish empirical and conceptual research that advances our understanding of the complex work of teaching and teacher education.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 make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis 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.