Educational Linguistics aims to provide an international platform for cutting-edge research in the field of educational linguistics. The journal promotes the building of empirical understanding and critique of theories that relate to the interrelationship of language, education and other related social science disciplines. Contributors are encouraged to pay close attention to the multi-layered complexity and highly contextualized nature of language issues in education, for which education policy, language planning and pedagogical innovations are constructed, actualized, negotiated and disputed in the social, cultural, economic and historical conditions. The journal welcomes rigorously conducted empirical studies focusing on practice-based, problem-driven and policy-oriented topics of language (in) education as well as conceptual and theoretical discussions of critical issues related to language (in) education. It also welcomes studies of educational contexts and language practice s that are under-presented in international research publications as well as those studies that breaks new ground by making connections with other disciplines, through the lens of different paradigms, and with innovative methodologies.