Language Teaching for Young Learners

Editors
Dingfang Shu | Shanghai International Studies University
ORCiD logo with linkJonathan Newton | Victoria University of Wellington
Honorary Editor
ORCiD logo with linkRod Ellis | Curtin University
Associate Editor
Yan Zhu | East China Normal University | screle.ltyl at outlook.com
Review Editor
Editorial Assistant
Chenguang Bi | Shanghai International Studies University
Xi Chen | Huazhong University of Science and Technology

Journal metrics

Impact Factor: 1 (5-year: 1.3)
Journal Citation Indicator: 0.73
CiteScore: 2.3
SNIP: 0.797 SJR: 0.404

This journal is peer reviewed and indexed in: Dimensions ; Scopus ; WoS Emerging Sources Citation Index (ESCI )

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
DOI logo with link
https://doi.org/10.1075/ltyl
Latest articles

23 February 2026

  • María Luquin. 2025. Tracking Language Growth in Child English Learners: The Role of Model Texts
    Reviewed by Patrick Leung
  • 25 November 2025

  • Young learner autonomy in synchronous oral telecollaborative tasks: Participants, arena, and turns
    Shona WhyteCiara R. Wigham
  • 24 November 2025

  • Introducing graphic organisers in reading instruction to Chinese primary EFL learners
    Wang ShuiChristine Lee | LTYL 8:1 (2026) pp. 1–19
  • 12 November 2025

  • Attending to a pedagogical moment of wonder in the early years; towards translanguaging in a UAE kindergarten
    Anna Marie Dillon | LTYL 8:1 (2026) pp. 20–30
  • 14 October 2025

  • Textual enhancement in post-task stage reading lessons: EFL children’s knowledge of grammar and their attitudes towards the task
    María del Pilar García MayoKloe J. Kakaria | LTYL 8:1 (2026) pp. 31–58
  • 6 September 2025

  • Pre-task planning in CLIL classrooms: A study of language choice and type of planning guidance in spoken geography tasks
    Sima KhezrlouChristiane Dalton-Puffer | LTYL 8:1 (2026) pp. 59–93
  • 22 August 2025

  • Children’s beliefs on first language use in English learning through metaphor elicitation in Greek primary schools
    Aretousa Giannakou | LTYL 8:1 (2026) p. 94
  • Growth mindset praise in elementary school English education
    Kohei KidachiAdrian Leis | LTYL 8:1 (2026) pp. 122–147
  • 30 June 2025

  • Extensive viewing in young English as a foreign language learners: Do aptitude and vocabulary size influence vocabulary learning?
    Ferran Gesa, Imma MiralpeixMaria-del-Mar Suárez | LTYL 7:2 (2025) pp. 270–302
  • 15 April 2025

  • The differential effect of focus on form and focus on forms on the development of grammatical competence among Iranian EFL high school students
    Karim Sadeghi, Afsaneh MohammadzadehRoghayeh Pourbahram | LTYL 7:2 (2025) pp. 248–269
  • 8 April 2025

  • Extensive reading of digital science resources and the potential for incidental learning of vocabulary useful to language learners in secondary school: Extensive reading of digital science resources
    Rebeca Arndt | LTYL 7:2 (2025) pp. 202–221
  • Challenges in engaging EFL learners: Insights from rural and urban primary schools in Vietnam
    Trang Le Diem Bui, Dao Thi Thuy Nguyen, Truc Thi Thanh LyKhoa Dang Nguyen | LTYL 7:2 (2025) pp. 222–247
  • 24 March 2025

  • Integrating technology-mediated language learning tasks into the young learner English as a foreign language classroom: Unravelling a pre-service teacher’s competence development
    Euline Cutrim SchmidAndrea Kratzer | LTYL 7:2 (2025) pp. 177–201
  • 30 January 2025

  • Researching the role of interaction in young learners’ acquisition of English: An interview with María del Pilar García Mayo
    Natsuko ShintaniMaría del Pilar García Mayo | LTYL 7:2 (2025) pp. 303–317
  • 10 January 2025

  • Exploring young Chilean learners’ ‘thick’ voices about English language learning: A longitudinal participatory approach
    Pía TabaliAnnamaria Pinter | LTYL 7:2 (2025) pp. 153–176
  • 19 November 2024

  • Mentoring task-based language teaching as an innovation in an Indonesian secondary school
    AriatnaRod Ellis | LTYL 7:1 (2025) pp. 1–28
  • IssuesOnline-first articles

    Volume 8 (2026)

    Volume 7 (2025)

    Volume 6 (2024)

    Volume 5 (2023)

    Volume 4 (2022)

    Volume 3 (2021)

    Volume 2 (2020)

    Volume 1 (2019)

    Editorial info
    Editors
    Dingfang Shu | Shanghai International Studies University
    ORCiD logo with linkJonathan Newton | Victoria University of Wellington
    Honorary Editor
    ORCiD logo with linkRod Ellis | Curtin University
    Associate Editor
    Yan Zhu | East China Normal University | screle.ltyl at outlook.com
    Review Editor
    Editorial Assistant
    Chenguang Bi | Shanghai International Studies University
    Xi Chen | Huazhong University of Science and Technology
    Editorial Board
    Scott Aubrey | Chinese University of Hong Kong
    ORCiD logo with linkYuko Goto Butler | University of Pennsylvania
    Xiaotang Cheng | Beijing Normal University
    Janet Enever | Umeå University Sweden & University of Reading
    ORCiD logo with linkRosemary Erlam | The University of Auckland
    ORCiD logo with linkMaría del Pilar García Mayo | University of the Basque Country
    ORCiD logo with linkJin Sook Lee | University of California, Santa Barbara
    Shaofeng Li | Florida State University
    ORCiD logo with linkJonathan Newton | Victoria University of Wellington
    ORCiD logo with linkAnnamaria Pinter | The University of Warwick
    ORCiD logo with linkMasatoshi Sato | Universidad Andrés Bello
    ORCiD logo with linkNatsuko Shintani | Kobe Gakuin University
    Yilin Sun | South Seattle College
    Brian Tomlinson | University of Liverpool
    Chuming Wang | Guangdong University of Foreign Studies
    Jinfen Xu | Huazhong University of Science and Technology
    Subscription Info
    Current issue: 7:2, available as of October 2025
    Next issue: 8:1, expected June 2026

    General information about our electronic journals.

    Subscription rates

    All prices for print + online include postage/handling.

    Online-onlyPrint + online
    Volume 8 (2026): 2 issues; ca. 300 ppEUR 166.00EUR 223.00

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

    Available back-volumes

    Online-onlyPrint + online
    Complete backset
    (Vols. 1‒7; 2019‒2025)
    14 issues;
    2,100 pp.
    EUR 1,069.00EUR 1,256.00
    Volume 7 (2025) 2 issues; 300 pp.EUR 161.00EUR 210.00
    Volume 6 (2024) 2 issues; 300 pp.EUR 156.00EUR 191.00
    Volume 5 (2023) 2 issues; 300 pp.EUR 151.00EUR 174.00
    Volumes 2‒4 (2020‒2022) 2 issues; avg. 300 pp.EUR 151.00 per volumeEUR 171.00 per volume
    Volume 1 (2019) 2 issues; 300 pp.EUR 148.00EUR 168.00
    Author info

    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 outlook.com

    Ethics

    John Benjamins journals are committed to maintaining the highest standards of publication ethics and to supporting ethical research practices.

    Authors and reviewers are kindly requested to read this Ethics Statement.

    Please also note the guidance on (the declaration of) the use of Artificial Intelligence.

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    Authors must ensure that they have permission to use any third-party material in their contribution; the permission should include perpetual (not time-limited) world-wide distribution in print and electronic format.

    For information on authors' rights, please consult the rights information page.

    Open Access

    Articles accepted for this journal can be made Open Access through payment of an Article Publication Charge (APC) of EUR 1800 (excl. tax). To arrange this, please contact openaccess at benjamins.nl as soon as your paper has been accepted for publication. More information can be found on the publisher's Open Access Policy page.

    Corresponding authors from institutions with which John Benjamins has a Read & Publish arrangement can publish Open Access without paying a fee. Please consult this list of institutions for up-to-date information on which articles qualify.

    For information about permission to post a version of your article online or in an institutional repository ('green' open access or self-archiving), please consult the rights information page.

    If the article is not (to be made) Open Access, there is no fee for the author to publish in this journal.

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    John Benjamins Publishing Company has an agreement in place with Portico for the archiving of all its online journals and e-books.

    Special Issue Proposals

    Special Issues

    We aim to publish one special issue biennially.

    A special issue should include up to six papers including an introduction. When submitting a proposal for a special issue include the following:

    After submitting your proposal, the editors of the journal will evaluate it. If the proposal is accepted they will negotiate with the editor(s) of the special issue of the journal when it will be published in the journal.

    The editor(s) of the special issue will be responsible for carrying out the normal review process for reviewing articles and will liaise with one of the journal’s editors throughout the process.

    Submit your proposal to screle.ltyl at outlook.com

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