Learner Development Journal Concept

The Learner Development Journal (LDJ)

updated 6 May 2022

ISSN 2433-5401

One issue per year https://ldjournalsite.wordpress.com    Contact form here

The Call for Themes & Editors to make a proposal for Issue 8 of The Learner Development Journal is currently open. The deadline for sending in proposals is 31st July 2022.

Issue 5, Engaging with the Multilingual Turn in Learner Development: Practices, Issues, Discourses and Theorisations (edited by Andy Barfield, Oana Maria Cusen, Yuri Imamura, & Riitta Kelly), was published in December 2021, and Issue 6 focusing on Learner Development Beyond the Classroom (editors: Isra Wongsarnpigoon, Dominique Vola Ambinintsoa, Phillip A. Bennett, & André A. Parsons) is due to be published later in 2022. Research, collaboration, and writing are actively under way for Issue 7 on Challenging the Conventions in Learner Development Research (editors: Aya Hayasaki, Ellen Head, Gareth Barnes, & Ryo Moriya).

History, aims and scope of The Learner Development Journal

The inaugural issue of the The Learner Development Journal on “Visualising Learner Development” (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” (editors: Christina Gkonou, Jim Ronald, & Yoshio Nakai) going online in December 2019. Issue 4 (editors: Sabine Little & Michelle Golledge) Exploring the Supervision Process Across Diverse Contexts: Collaborative Approaches, saw publication in December 2020.

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 texts 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.