The Learner Development Journal (LDJ)
updated 2nd March 2021
One issue per year https://ldjournalsite.wordpress.com Contact form here
Issue 4, focusing on “Exploring the Supervision Process Across Diverse Contexts: Collaborative Approaches” (issue editors: Sabine Little & Michelle Golledge) was published in December 2020, while research, collaboration, and writing are actively and collaboratively under way for Issue 5 on “Engaging with the Multilingual Turn in Learner Development: Practices, Issues, Discourses and Theorisations” (issue editors: Andy Barfield, Oana Maria Cusen, Yuri Imamura, & Riitta Kelly), with a target publication date of Autumn 2021.
The deadline for proposals for Issue 6 on “Learner Development Beyond the Classroom” – aiming to explore “how learners grow beyond the environments that teachers are most familiar with” and to “… encourage a holistic and ecological view of an individual’s growth, taking into account multiple parts of learners’ experiences” – was in January 2021. LDJ6 editors Isra Wongsarnpigoon, Dominique Vola Ambinintsoa, Phillip A. Bennett, André A. Parsons, & Stuart D. Warrington are presently creating spaces for interaction and collaboration between the contributors for LDJ6. This issue will feature longer explorations at 4,000 to 6,000 words and practice-related book reviews at 1,500-2,500 words.
In the coming months a Call for Editors will go out make a proposal for Issue 7 of The Learner Development Journal.
The inaugural issue of the The Learner Development Journal on “Visualising Learner Development” (issue editors: Darren Elliott & Hugh Nicoll) was launched in November 2017. In December 2018, the second issue on “Qualitative Research into Learner Development” (issue editors: Chika Hayashi, Masuko Miyahara, & Patrick Kiernan) was published, with Issue 3 on “Learner Identities and Transitions” (issue editors: Christina Gkonou, Jim Ronald, & Yoshio Nakai) going online in December 2019.
The Learner Development Journal is the online, open-access journal of the Learner Development SIG. Published once a year, it is devoted to practitioner-driven research, reviews and interviews exploring learner development issues in second language education.
The Learner Development Journal represents a commitment to group-based professional development and shared exploration. It provides a forum for members of the SIG and others to explore issues related to specific learner development themes in a collaborative and supportive environment. Contributors to The Learner Development Journal are encouraged to inquire into connections between practice and theory, to problematize, and to raise questions as well as provide answers about the learner development issues that interest them.
Rooted in a commitment to community, collaboration and praxis, each issue of The Learner Development Journal publishes work on a particular learner development theme that the contributors of that issue explore together, under the leadership of the issue co-editors.
Each issue of The Learner Development Journal contains six to ten papers of varying lengths related to the common theme, reviews of key texts, an interview with or a contribution from a key teacher/researcher in the field, and an introduction and conclusion written by the issue editor(s) to provide an overview and context to the whole collection of work.
Depending on the theme of the issue, contributors are encouraged to experiment and write in different genres, such as personal narrative, extended book review, dialogic exploration, multimodal report, poetry, as well as include video and other hyperlinks in their writing.