About this journal

Classroom Discourse is an international, peer reviewed journal that provides a forum in which research from language and education disciplines can be combined.

The Journal focuses on research that considers discourse and interaction in settings where activity is deliberately organised to promote learning. While most papers focus on the discourse of classrooms, others report research in more informal, naturalistic settings in which, while learning is certainly still taking place, it is not occurring in the typical and ‘traditional’ space of a classroom. Examples might include online tutorials, peer-peer interactions of work-in-progress, and dialogues between ‘trainer and trainee’ in a workplace context.

In order to deal with the range of phenomena identified in the Journal’s wide interpretations of both ‘classroom’ and ‘discourse’, contributions are invited from across the range of theoretical perspectives and research methods. Thus, articles are welcomed which use such perspectives as ethnomethodology, conversation analysis, discursive psychology, multimodal analysis, systemic functional linguistics, genre theory, studies on ‘voice’, identity studies, critical discourse analysis (CDA), sociocultural theory, cultural-historical activity theory, communities of practice, linguistic ethnography and linguistic anthropology, and poststructuralist discourse analysis.

The Journal invites contributions from researchers working in any educational setting, in any subject, at any educational level, anywhere in the world. Work reporting on international and inter-disciplinary research is especially welcome.

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.

Editor
Olcay Sert - Mälardalen University, Sweden

Associate Editor
Silvia Kunitz - Karlstad University, Sweden

Founding Editors
Steve Walsh - Newcastle University, UK
Tom Morton - Universidad Autónoma de Madrid, Spain

Editorial Board
Richard Barwell – University of Ottawa, Canada
Maureen P. Boyd - University of Buffalo, USA
Christiane Dalton-Puffer - Universität Wien,Vienna, Austria
Susan Danby - Queensland University of Technology, Australia
Patricia Duff - University of British Columbia, Canada
Søren Wind Eskildsen - University of Southern Denmark
Fiona Farr - University of Limerick, Ireland
Ana Llinares García - Universidad Autónoma de Madrid, Spain
John Gray - University of London, UK
Tim Greer - Kobe University, Japan
John Hellermann - Portland State University, USA
Christopher Jenks - Utrecht University, The Netherlands
Leila Kääntä - University of Jyväskylä, Finland
Gabriele Kasper - University of Hawai'i at Manoa, USA
Joan Kelly-Hall - Penn State University, USA
Timothy Koschmann – Southern Illinois University, USA
Daniel Lam – University of Glasgow, UK
Yo-An Lee – Sogang University, Korea
Li Li - University of Exeter, UK
Oskar Lindwall – University of Gothenburg, Sweden
Angel M. Y. Lin – The University of Hong Kong, Hong Kong
Steve Mann - University of Warwick, UK
Yumi Matsumoto - University of Pennsylvania, USA
Michael McCarthy - University of Nottingham, UK
Emma Dafouz Milne - Universidad Complutense de Madrid, Spain
Kristian Mortensen - University of South Denmark, Denmark
Tarja Nikula - University of Jyväskylä, Finland
Anne O’Keeffe - Mary Immaculate College, Ireland
Rhonda Oliver - Edith Cowan University, Australia
Simona Pekarek-Doehler - Universite de Neuchatel, Switzerland
Wolf-Michael Roth – University of Victoria, Canada
Betsy Rymes – University of Pennsylvania, USA
Paul Seedhouse - Newcastle University, UK
Steven Talmy - The University of British Columbia, Canada
Jin Yan - Shanghai Jiaotong University, China
Rémi A. van Compernolle – Carnegie Mellon University, USA
Hansun Zhang Waring - Teachers College, Columbia University, USA

Former Editor
Numa Markee - University of Illinois at Urbana-Champaign, USA

Updated 21-02-2024