Language Teaching for Young Learners

This journal is peer reviewed and indexed in: Dimensions

Language Teaching for Young Learners is an academic, refereed journal, which publishes articles relating to the teaching and learning of foreign / second languages for young learners. ‘Young’ is defined as including both children and adolescents. Although some young learners receive language instruction in out-of-school contexts, in the main the journal publishes articles reporting on teaching languages in state and private elementary and secondary school contexts. This journal publishes articles about a range of foreign/second languages – not just English.

LTYL publishes its articles Online First.

ISSN 2589-2053 | E-ISSN 2589-207X
Sample issue: LTYL 1:1
Dingfang Shu | Shanghai International Studies University
Rod Ellis | Curtin University
Janet Enever | Umeå University Sweden / King’s College London
Associate Editor
Yan Zhu | Fudan University | screle.ltyl at
Review Editor
Jonathan Newton | Victoria University of Wellington
Editorial Assistant
Xi Chen | Shanghai International Studies University
Editorial Board
Yuko Goto Butler | University of Pennsylvania
Xiaotang Cheng | Beijing Normal University
Rosemary Erlam | The University of Auckland
Xuesong Gao | University of New South Wales
María del Pilar García Mayo | University of the Basque Country
Jin Sook Lee | University of California, Santa Barbara
Shaofeng Li | Florida State University
Carmen Muñoz | Universitat de Barcelona
Jonathan Newton | Victoria University of Wellington
Rhonda Oliver | Curtin University
Jenefer Philp | Lancaster University
Annamaria Pinter | The University of Warwick
Huizhong Shen | The University of Sydney
Natsuko Shintani | Kansai University
Yilin Sun | South Seattle College
Brian Tomlinson | University of Liverpool
Chuming Wang | Guangdong University of Foreign Studies
Qiufang Wen | Beijing Foreign Studies University
Jinfen Xu | Huazhong University of Science and Technology
Su Yon Yim | Chinju National University of Education
Lawrence Jun Zhang | University of Auckland
Shen Zou | Shanghai International Studies University
Weicheng Zou | East China Normal University
Subscription Info
Current issue: 3:2, available as of July 2021

General information about our electronic journals.

Subscription rates

All prices for print + online include postage/handling.

Online-only Print + online
Volume 4 (2022): 2 issues; ca. 300 pp EUR 151.00 EUR 171.00
Volume 3 (2021): 2 issues; ca. 300 pp EUR 151.00 EUR 171.00

Individuals may apply for a special subscription rate of EUR 70.00 (online‑only: EUR 65.00)
Private subscriptions are for personal use only, and must be pre-paid and ordered directly from the publisher.

Available back-volumes

Online-only Print + online
Complete backset
(Vols. 1‒2; 2019‒2020)
4 issues;
600 pp.
EUR 299.00 EUR 339.00
Volume 2 (2020) 2 issues; 300 pp. EUR 151.00 EUR 171.00
Volume 1 (2019) 2 issues; 300 pp. EUR 148.00 EUR 168.00

Volume 3 (2021)

Volume 2 (2020)

Volume 1 (2019)

Latest articles

27 July 2021

  • Effects of proficiency and collaborative work on child EFL individual dictogloss writing
    Asier Calzada & María del Pilar García Mayo | LTYL 3:2 (2021) pp. 246–274
  • What is an ecosystem? Defining science in primary school CLIL contexts
    Ana Llinares & Nashwa Nashaat-Sobhy | LTYL 3:2 (2021) pp. 337–362
  • Give me a second chance : Task repetition and collaborative writing with child EFL learners
    Amparo Lázaro-Ibarrola & María Ángeles Hidalgo | LTYL 3:2 (2021) pp. 275–299
  • Language-related episodes by young CLIL learners : A review of task modality effects
    María Martínez-Adrián , M. Juncal Gutiérrez-Mangado , Francisco Gallardo-del-Puerto & María Basterrechea | LTYL 3:2 (2021) pp. 214–245
  • Pair dynamics and language-related episodes in child EFL task-based peer interaction
    Elisabet Pladevall-Ballester | LTYL 3:2 (2021) pp. 189–213
  • A theoretically-grounded classification of EFL children’s formulation strategies in collaborative writing
    Julio Roca de Larios , Francisco Javier García Hernández & Yvette Coyle | LTYL 3:2 (2021) pp. 300–336
  • Katie A. Bernstein . 2020. (Re)defining Success in Language Learning: Positioning, Participation and Young Emergent Bilinguals at School
    Reviewed by Mayyer Ling | LTYL 3:2 (2021) pp. 367–370
  • Craig Lambert Rhonda Oliver (Eds.). 2020. Using Tasks in Second Language Teaching: Practice in Diverse Contexts
    Reviewed by Priska Pramastiwi | LTYL 3:2 (2021) pp. 363–366
  • Editorial : Research on EFL learning by young children in Spain
    María del Pilar García Mayo | LTYL 3:2 (2021) pp. 181–188
  • 16 April 2021

  • A case study of one teacher’s introduction to task-based language teaching : Insights for the development of a professional development programme
    Ariatna & Rod Ellis | LTYL 3:1 (2021) pp. 137–158
  • PPP in action : Insights from primary EFL lessons in Vietnam
    Trang Le Diem Bui & Jonathan Newton | LTYL 3:1 (2021) p. 93
  • ‘What does the fox say?’ : Why some questions come before others and what it means for young learners
    Seongeun Hong & David Kellogg | LTYL 3:1 (2021) pp. 117–136
  • Pedagogical challenges of foreign language teaching in mixed-age primary school classrooms : A teacher-researcher’s insights
    Tomáš Kos | LTYL 3:1 (2021) pp. 66–92
  • A review of Korean/English and Mandarin/English dual language programs in the United States
    Jin Sook Lee & Tiange Wang | LTYL 3:1 (2021) pp. 28–65
  • Implementing task-based language education in primary education : Lessons learnt from the Flemish experience
    Kris Van den Branden & Koen Van Gorp | LTYL 3:1 (2021) p. 3
  • Computer-mediated instruction using ondoku practice for developing elementary school students’ pronunciation skills
    Steven Wong & Natsuko Shintani | LTYL 3:1 (2021) pp. 159–173
  • Subhan Zein Sue Garton (Eds.). 2019. Early Language Education and Teacher Education: International Research and Practice
    Reviewed by Sharon Harvey | LTYL 3:1 (2021) pp. 174–179
  • Editorial
    Rod Ellis | LTYL 3:1 (2021) pp. 1–2
  • 8 July 2020

  • Language education policy and practice in state education systems : Promoting effective practice in foreign language education for young learners
    David Hayes | LTYL 2:2 (2020) pp. 240–261
  • Supporting foreign languages in an Anglophone world : Implementation challenges in English primary schools
    Alison Porter , Florence Myles , Angela Tellier & Bernardette Holmes | LTYL 2:2 (2020) pp. 213–239
  • Improving Chinese students’ English reading through graded readers : Rationale, strategies and effectiveness
    Qiang Wang , Zehang Chen & Xianglin Qi | LTYL 2:2 (2020) pp. 262–301
  • A critical analysis of the German public debate about an early start in primary foreign language education
    Eva Wilden & Raphaela Porsch | LTYL 2:2 (2020) pp. 192–212
  • Joanna Rokita-Jaśkow Melanie Ellis . 2019. Early instructed second language acquisition: Pathways to competence
    Reviewed by Sharon Harvey | LTYL 2:2 (2020) pp. 307–312
  • Rhonda Oliver Bich Nguyen . 2018. Teaching young second language learners: Practice in different classroom contexts
    Reviewed by Grace Yue Qi | LTYL 2:2 (2020) pp. 302–306
  • Editorial
    Janet Enever | LTYL 2:2 (2020) pp. 157–161
  • Global language policies : Moving English up the educational escalator
    Janet Enever | LTYL 2:2 (2020) pp. 162–191
  • Guidelines

    Submission guidelines

    Authors wishing to submit articles for publication in Language Teaching for Young Learners are requested to do so through the journal’s online submission and manuscript tracking site. If you are not able to submit online, please contact the associate editor at: screle.ltyl at

    1. Peer review

    Manuscripts submitted to Language Teaching for Young Learners will undergo double-blind peer review and will be evaluated based on their originality, methodological rigor, significance of findings, and quality of presentation. Manuscripts submitted to the journal should not be previously published or under consideration for publication elsewhere.

    2. Authorship

    Authors should decide the list and order of authors before submitting their manuscript. Any changes of author names should only be made when the manuscript has been accepted and only if approved by the journal Editors.

    3. Language

    All submissions to Language Teaching for Young Learners should be written in English. Either American English or British English can be used, but the spelling style should be consistent throughout the paper. If the manuscript is not written by a native speaker, it is advisable to have the paper proofread by a native-like speaker prior to submission.

    4. Format

    All submissions to Language Teaching for Young Learners should conform to the requirements of the Publication Manual of the American Psychological Association (6th ed.), which can be ordered online. Submissions that do not follow the APA style or that do not fall within the scope of Language Teaching for Young Learners will be returned to authors without review.

    5. Article types and lengths

    The journal invites submissions in five categories:

    1. Survey articles
      Survey articles provide researchers, teacher educators, and school teachers with up-to-date information on research concerning the teaching of second/foreign languages in state and private schools throughout the world. Survey articles should be no more than 10,000 words.
    2. Original research articles
      Original research articles report empirical studies relating to the teaching and assessment of second/foreign languages for young learners. The journal also welcomes research articles on in-service and pre-service preparation courses for teachers of young learners. Original research articles should not be longer than 8,000 words.
    3. Practitioner research articles
      Practitioner research articles report studies carried out by teachers investigating their own teaching in their own classrooms. The maximum length for practitioner research articles is 4,000 words.
    4. Brief reports
      Brief reports present descriptions of teacher-education programmes, innovation projects, and small-scale research studies. Brief reports should be no longer than 3,000 words.
    5. Book reviews
      This section reviews published materials (e.g. textbooks, teacher education materials, etc.) that have been designed for educating young second / foreign language learners. The word limit for book reviews is 1,500 words. See also the Book review guidelines.

    Word limits should be adhered to closely; tables, references, notes, and appendices should be included in the word counts.

    6. Title page

    Title. Concise and informative. Avoid abbreviations and formulae where possible.

    Author names and affiliations. Present the authors’ affiliation addresses below each author’s name. Provide the full postal address of each affiliation, including the country name and, if available, the e-mail address of each author.

    Corresponding author. Clearly indicate who will handle correspondence at all stages of refereeing, publication, and post-publication.

    7. Abstract

    The abstract for all kinds of the articles should be no more than 200 words.

    8. Key words

    All submissions should include four to six keywords that can be used for indexing purposes.

    9. Presentation

    All submissions should be presented in Times New Roman, 12-point font. Please include page numbers in the manuscript.

    10. Sections and Section Headings

    Papers should be reasonably divided into sections and, if appropriate, subsections. The headings of these subsections should be numbered in accordance with the Publication Manual of the American Psychological Association (6th ed.). Authors are advised not to use more than three levels of headings.

    11. Tables, Figures, and Other Graphics

    In the initial submission, authors should place tables, figures, and other graphics within the paper in the desired location. However, authors should be prepared to submit original artwork files separately upon final acceptance of their article. All tables and figures should be numbered consecutively and include a caption that is in accordance with the format described in the Publication Manual of the American Psychological Association (6th ed.).

    12. In-text citations

    In-text citations list should follow guidelines provided by the American Psychological Association (6th edition). A few examples follow; please consult the APA manual for full details.

    Direct quotations

    Use double quotes for shorter quotations. Any quotations within the main quote should use single quotes.
    Interpreting these results, Robbins et al. (2003) suggested that the “therapists in dropout cases may have inadvertently validated parental negativity about the adolescent without adequately responding to the adolescent’s needs or concerns” (p. 541), contributing to an overall climate of negativity.

    Confusing this issue is the overlapping nature of roles in palliative care, whereby “medical needs are met by those in the medical disciplines; nonmedical needs may be addressed by anyone on the team” (Csikai & Chaitin, 2006, p. 112).

    If the quotation comprises 40 or more words, display it in a freestanding block of text and omit the quotation marks. Start such a block quotation on a new line and indent the block about a half inch from the left margin (in the same position as a new paragraph).
    Others have contradicted this view:

    Co-presence does not ensure intimate interaction among all group members. Consider large-scale social gatherings in which hundreds or thousands of people gather in a location to perform a ritual or celebrate an event. (Purcell, 1997, pp. 111–112)

    Indirect quotation/paraphrasing/summarizing
    Classroom studies by Ellis (1984), Myles et al. (1998, 1999) and Myles (2004) demonstrate that learners often internalize rote-learned material as chunks, breaking them down for analysis later on.

    Citations from a secondary source
    1) Gould’s (1981) research “raises fundamental doubts as to whether we can continue to think of intelligence as unidimensional” (as cited in Cohen & Lotan, 2014, pp. 151-152).
    2) Intelligence cannot be believed to consist of one single entity any more (Gould, 1981, as cited in Cohen & Lotan, 2014).

    Citing one work by multiple authors
    When a work has two authors, cite both names every time the reference occurs in text. When a work has three, four, or five authors, cite all authors the first time the reference occurs; in subsequent citations, include only the surname of the first author followed by et al. (not italicized and with a period after al) and the year if it is the first citation of the reference within a paragraph.
    When a work has six or more authors, cite only the surname of the first author followed by et al. (not italicized and with a period after al) and the year for the first and subsequent citations.
    Kisangau, Lyaruu, Hosea, and Joseph (2007) found [Use as first citation in text.]
    Kisangau et al. (2007) found [Use as subsequent first citation per paragraph thereafter.]

    13. Notes

    Use footnotes rather than endnotes. These should be numbered consecutively throughout the paper and numbered in section headed Notes following the conclusion or acknowledgements section.

    14. Acknowledgements

    In order to maintain anonymity, acknowledgements, if any, should not be included in the initial submission. Authors of accepted papers may include a brief acknowledgements section in the final submission. The Acknowledgements should follow the Conclusion section of the main article.

    15. Funding

    Reference to any funding for the research reported in the article should be made as in this example:
    This work was supported by the National Institutes of Health [grant numbers xxxx, yyyy]; the Bill & Melinda Gates Foundation, Seattle, WA [grant number zzzz]; and the United States Institutes of Peace [grant number aaaa].

    16. References

    To ensure anonymity of the article, authors should include any references to their own publications as ‘Author’ at the beginning of the list of references. Authors should also ensure that ‘Author’ replaces any of the authors’ own names for works cited in the article.

    The full reference list should follow guidelines provided by the American Psychological Association (6th edition). A few examples follow; please consult the APA manual for full details.

    Journal article
    Calvert, M., & Sheen, Y. (2015). Task-based language learning and teaching: An action-research study. Language Teaching Research, 19(2), 226-244.

    Journal article, title translated into English, print version
    Guimard, P., & Florin, A. (2007). Les évaluations des enseignants en grande section de maternelle sont-elles prédictives des difficultés de lecture au cours préparatoire? [Are teacher ratings in kindergarten predictive of reading difficulties in first grade?]. Approche Neuropsychologique des Apprentissages chez l’Enphant, 19, 5–17.

    In-press article posted in a preprint archive
    Briscoe, R. (in press). Egocentric spatial representation in action and perception. Philosophy and Phenomenological Research. Retrieved from

    Magazine article
    Chamberlin, J., Novotney, A., Packard, E., & Price, M. (2008, May). Enhancing worker well-being: Occupational health psychologists convene to share their research on work, stress, and health. Monitor on Psychology, 39(5), 26–29.

    Online magazine article
    Clay, R. (2008, June). Science vs. ideology: Psychologists fight back about the misuse of research. Monitor on Psychology, 39(6). Retrieved from

    Newspaper article
    Schwartz, J. (1993, September 30). Obesity affects economic, social status. The Washington Post, pp. A1, A4.

    Online newspaper article
    Brody, J. E. (2007, December 11). Mental reserves keep brains agile. The New York Times. Retrieved from

    Special issue or section in a journal
    Haney, C., & Wiener, R. L. (Eds.). (2004). Capital punishment in the United States [Special issue]. Psychology, Public Policy, and Law, 10(4).

    Entire book, print version
    Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
    Shotton, M. A. (1989). Computer addiction? A study of computer dependency. London, England: Taylor & Francis.

    Electronic version of print book
    Shotton, M. A. (1989). Computer addiction? A study of computer dependency [DX Reader version]. Retrieved from

    Book chapter, print version
    Haybron, D. M. (2008). Philosophy and the science of subjective well-being. In M. Eid & R. J. Larsen (Eds.), The science of subjective well-being (pp. 17–43). New York, NY: Guilford Press.

    Reference book
    VandenBos, G. R. (Ed.). (2007). APA dictionary of psychology. Washington, DC: American Psychological Association.

    Corporate author, government report
    U.S. Department of Health and Human Services, National Institutes of Health, National Heart, Lung, and Blood Institute. (2003). Managing asthma: A guide for schools (NIH Publication No. 02-2650). Retrieved from

    Symposium contribution
    Muellbauer, J. (2007, September). Housing, credit, and consumer expenditure. In S. C. Ludvigson (Chair), Housing and consumer behavior. Symposium conducted at the meeting of the Federal Reserve Bank of Kansas City, Jackson Hole, WY.

    Unpublished doctoral dissertation or master’s thesis
    Author, A. A. (1978). Title of doctoral dissertation or master’s thesis (Unpublished doctoral dissertation or master’s thesis). Name of Institution, Location.

    Unpublished and Informally Published Works
    Author, A. A. (Year). Title of manuscript. Unpublished manuscript [or “Manuscript submitted for publication,” or “Manuscript in preparation”].

    17. Appendices

    One or more appendix sections may be included after the references section.

    18. Copyright permission

    It is the responsibility of the author to obtain permission to reproduce any material that has been previously published.

    The editors of Language Teaching for Young Learners reserve the right to make editorial changes in any manuscript accepted for publication to ensure clarity, conciseness, or style. The author will be consulted only if the editing has been substantial.


    Language Teaching for Young Learners offers  online submission .

    Before submitting, please consult the  guidelines  and the  Short Guide to EM for Authors .

    If you are not able to submit online, or for any other editorial correspondence, please contact the editors via e-mail: screle.ltyl at


    Main BIC Subject

    CJA: Language teaching theory & methods

    Main BISAC Subject

    LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching