You’ve got an idea for a paper, but aren’t sure about how to get your scholarship to the right audience. Melissa Good, Commissioning Editor for Cambridge Journals, completes her overview.
What happens after you have submitted your paper?
You should receive an email acknowledgement of your submission fairly quickly. Upon receipt of your paper, the journal’s editor will send it for peer review. Depending on the journal’s policy, two or more anonymous reviewers will read your paper and recommend that the editor accept, reject, or ask you to revise and resubmit it. Regardless of the decision, good reviewers will give you their view on your paper’s content, structure and style.
Even if your first paper isn’t accepted by the first . . . → Read More: Publishing Your First Journal Article: an Academic Publisher’s view – 2
You’ve got an idea for a paper, but aren’t sure about how to get your scholarship to the right audience. Melissa Good, Commissioning Editor for Cambridge Journals, gives an overview. She manages a portfolio of linguistics and music journals.
This post is not about the intellectual content of your paper, which we as journal publishers leave largely to each journal’s academic editor, but about the mechanics of getting your scholarship to the right audience.
Why publish a journal article?
You may have an idea for a paper. Your academic adviser may have encouraged you to get something published. Perhaps your idea is part of your finished, or unfinished, thesis. Perhaps you’re finding that researching and writing your PhD is lonely . . . → Read More: Publishing Your First Journal Article: an Academic Publisher’s view – 1
Bilingualism: Language and Cognition’s 2013 Special Issue features computational modeling studies of bilingualism and second language acquisition. Seven research papers illustrate seven different but highly related computational models designed to understand the workings of the bilingual mind from a cognitive science perspective. This Special Issue fills a large gap in the literature, in that the specific, algorithmically implemented, models of bilingualism provide a good variety of computational architectures, cover a range of theoretical issues, and analyze both spoken and written languages across different bilingual populations. Moreover, they integrate theories and mechanisms of learning, representation, and development in order to account for a variety of phenomena, in bilingual aphasia, lexical memory, word translation, grammatical acquisition, speech perception, and reading development.
Readers . . . → Read More: Bilingualism Special Issue: Computational Modeling of Bilingualism
South Africa is well-known as a country that has undergone enormous political, social, educational and economic change since the days of apartheid. Independence and democracy can only be said to have arrived as late as 1994, with the negotiated settlement that led to a new non-racial constitution. The constitution recognises eleven of the country’s languages as official; and multilingualism remains a strong force in South African life. Yet while indigenous languages like Zulu, Xhosa and Sotho continue to grow as the majority languages of the country, so too has English, as a first language and – to a larger extent – a second language.
A special issue of English Today focuses on the sociolinguistics and linguistic characteristics of the main . . . → Read More: Englishes in a multilingual South Africa
ReCALL special issue Editors Steven L. Thorne, Frederik Cornillie and Piet Desmet explore the use and value of digital games for language learning.
Extending back to the earliest days of computing and the advent of public access to the internet, and over the past decade in particular, there has been an ever steepening trajectory of interest in play environments that take the form of online digital games. Catalyzed by advances in hardware and networking technologies, the maturation of digital games has been accompanied by an exponential growth in the number and diversity of players, has spawned complex and heterogeneous online communities and cultural practices, and increasingly, the use of gaming features and mechanics have been leveraged for educational purposes . . . → Read More: ReCALL special issue on digital games for language learning
Based on the introduction to the JCL’s Special Issue on Atypical Language Development
Written by Letitia R. Naigles and Edith L. Bavin
The Journal of Child Language’s recent special issue on atypical language development includes 11 excellent papers on a range of disorders (Down syndrome (DS), Williams syndrome (WS), Fragile X syndrome (FXS), dyslexia, Autism Spectrum Disorders (ASD), Specific Language Impairment (SLI), Pre/perinatal brain injury (BI)) manifested by children learning a range of languages (English, British Sign Language (BSL), Dutch, German, Hebrew, Kuwaiti Arabic).
To the extent that child language acquisition relies on the neural substrate of the brain, then children with specific kinds of atypical neural substrates should . . . → Read More: Journal of Child Language Special Issue on Atypical Language Development
We’re giving away free access to our entire 2012 journal content for 6 weeks!
From 22nd January – 5th March, all Cambridge Journals content published in 2012 will be available for free on CJO. All you have to do is register.
There’s a lot you can do in 6 weeks; it’s long enough to watch the Lord of the Rings trilogy 88 times, and for Usain Bolt to win 378,789 100m sprints. You could train to be a ski instructor, or take 117 trips to the moon on a NASA probe. Or, you could read the 100,000 articles that were published in Cambridge Journals in 2012…
To gain access to all this free content, you . . . → Read More: Free access to all 2012 content on Cambridge Journals Online
Part 6. Gumbo: The thought–language–hand link, social interactive growth points, the timeline of Mead’s Loop, and bionic language. David McNeill, University of Chicago
To end this series, I address four questions regarding Mead’s Loop: 1) what evidence is there for the thought-language-hand link that in theory it established; 2) how did it change face-to-face social interaction; 3) when did it emerge; and 4) how far can it be duplicated artificially? The questions, disparate as they are, are connected through the concept of the growth point, which is the linchpin of each.
The “IW case” reveals the thought–language–hand link
Natural selection of a thought-language-hand link, chiefly in Broca’s Area but also with links to the other “language areas” indicated . . . → Read More: The origin of language in gesture–speech unity
Part 5: The dynamic dimension, modes of consciousness. David McNeill, University of Chicago
The dual semiosis of global-synthetic gesture, merging with analytic-combinatoric speech, synchronizing at points where they are co-expressive – namely, gesture–speech unity – led to other dynamic properties: the imagery–language dialectic, and three others, “psychological predicates,” “communicative dynamism,” and that GPs self-unpack by “calling” constructions to do it.
Collectively these properties comprise “the sentence” viewed dynamically. Dynamic properties arose organically out of Mead’s Loop. They would not have been separately selected. They are among the “new actions” mentioned in Part 4, are themselves linked and are inseparable from context. The context, dynamic in itself, penetrates GPs and leads ineluctably to dynamic properties.
We will also see that Wundt’s . . . → Read More: The origin of language in gesture–speech unity
Part 4: Mead’s Loop (2). Wider consequences.
David McNeill, University of Chicago
As it evolved Mead’s Loop created “new actions,” as mentioned previously. New actions are one of the “wider consequences” of Mead’s Loop. Action itself was a target of natural selection, and the new actions emerged organically. They did not need a separate evolution. A second consequence is metaphoricity. A third is the emblem, a culturally established gesture with metaphoricity at the core. A fourth is how children acquire language – twice, the first of which goes through the equivalent of extinction. A fifth (many more can be identified) is what phenomenologist philosophy calls “being” – “inhabiting” gesture and speech, rather than only displaying them as elements of communication.
. . . → Read More: The origin of language in gesture–speech unity
When we become highly proficient in a language, we tend to use it in chunks or patterns. For a native language especially, we learn and become adept at manipulating masses of word patterns such as absolutely not, as it were, in light of the fact that, curry favour, I think that, scattered showers, it’s worth –ing, just a sec, etc. Language patterns like these make communication efficient – we don’t need to spend time piecing together the smallest bits of language. Rather, we work with larger bits that are easily accessed in the memories of both the user and the receiver. However, the pervasiveness of patterning makes it quite a challenge to sound ‘natural’ in second languages. Grammatical rules themselves . . . → Read More: 2010 Language Teaching Christopher Brumfit Award winner Dr Susy Macqueen discusses her award winning dissertation
2011 Brumfit Award prize runner up Rebecca Sachs provides an overview of her thesis, which was praised for the high quality of its content and presentation
Individual differences and the effectiveness of visual feedback on reflexive binding in L2 Japanese
In the field of second language acquisition, one of the ultimate goals of research into aptitude-treatment interactions is for language educators (and software developers) to be better able to tailor instruction to the needs and abilities of language learners. This thesis attempted to take a step in that direction.
In a computer-mediated experiment, 80 English-speaking university students learning Japanese were randomly assigned into three conditions which provided different types of information about a complicated area of grammar: the interpretation of . . . → Read More: 2011 Brumfit Award prize runner up Rebecca Sachs provides an overview of her thesis
Cambridge Journals Online launched in 1997, and one and a half decades later continues to evolve. At Cambridge Journals, we’re extremely proud of what we’ve achieved over the past fifteen years. CJO is arguably as close to a tailor-made resource as you’ll find in academic publishing. Developed, built and maintained by a crack team of software developers based in Manila. Nurtured and specified by in-house editors, marketers and production staff. Informed by consultation with journal editors, societies, academics and librarians. CJO is loaded with fresh new features three times a year, available on all platforms (including mobile), twenty-four hours a day, seven days a week.
For the next fifteen days (until the 3rd October) we’ve decided . . . → Read More: Access free articles to celebrate 15 years of CJO
The most recent issue of English Today (28/3) is a special issue on the topic of ‘English in China today’. It includes ten articles dealing with different aspects of the spread of English and the uses of English in contemporary China, with contributions from leading Chinese academics as well as commentators from outside the country.
The articles in this special issue provide a fascinating insight into the uses of English in today’s China, with articles on the demographics of English learning, English in the academy, creative writing, English on the Internet, and much else. Nevertheless, in spite of the insights that these articles provide, my own feeling is that the current spread of the English language within the . . . → Read More: The great China English puzzle
Part 1: Language and Imagery
By Professor David McNeill
Why do we gesture? Many would say that it brings emphasis, energy, and ornamentation to speech (which is assumed to be the core of what is taking place); in short, as Adam Kendon says, also arguing against the view, gesture is an “add-on.” However, the evidence is against this. The reasons we gesture are more profound. Language is inseparable from imagery. The natural form of imagery with language is gesture, with the hands especially. While gestures can enhance communication, the core is gesture and speech together. They are bound more tightly than saying the gesture is an “add-on” or “ornament” implies. Even if for some reason a gesture is not made . . . → Read More: The origin of language in gesture–speech unity
by Professor Sali A. Tagliamonte
Have you ever wondered about the weird ways of speaking of someone you know? In 1995, I moved to England from Canada, taking up a position at the University of York in Yorkshire. My colleagues came from all over Britain, the south, the north, Scotland and Northern Ireland as well as other parts of Europe. The topic of dialect differences was in the air all the time as we compared our varieties of English. Surprisingly, despite the obvious phonological differences in my speech compared to all my colleagues, there were unexpected correspondences between myself and my Scots, Northern Irish and Northern English colleagues. In some cases, we had the same vowel . . . → Read More: A Layman’s Guide to “Roots of English”
Part 2: Gesture-first
By Professor David McNeill
This popular hypothesis says that the first steps of language phylogenetically were not speech, nor speech with gesture, but were gestures alone. In some versions, it was a sign language. In any case, it was a language of recurring gesture forms in place of spoken forms. Vocalizations in non-human primates, the presumed precursors of speech without gesture’s assistance, are too restricted in their functions to offer a plausible platform for language, but primate gestures appear to offer the desired flexibility. Thus, the argument goes, gesture could have been the linguistic launching pad (speech evolving later). The gestures in this theory are regarded as the mimicry of real actions, a kind of pantomime, hence . . . → Read More: The origin of language in gesture–speech unity
There are ever-increasing demands on authors/researchers from both local and national authorities not only to publish widely but to do so in “reputable” journals. Indeed, in many countries this is even a requirement before a PhD is awarded. This obligation is often glossed by the need for journals to be indexed in such internationally recognized lists as the ISI.
Editors of journals are only too aware of this “pressure to publish” and it is for this scenario that I offer some personal advice based on my experience of dealing with submissions. Today I want to concentrate on adequate targeting of your work for publication. Specifically, I focus on two aspects which increase your chances of getting published: selecting . . . → Read More: Publishing your work in an academic journal – three do’s and a don’t
Part 3: Mead’s Loop (1).
by Professor David McNeill
Part 1 of this series put forth the idea that language is inseparable from imagery, in particular the imagery of gesture, and that theories of language origin can be judged by how well they predict this gesture–speech unity. The second part applied the test to a widely held origin theory, gesture-first, and found it wanting – doubly so, in fact. This part applies the test to a new hypothesis, which I call “Mead’s Loop.”
Mead’s Loop holds that gesture was essential in the origin of language. In this it agrees with gesture-first, but differs in that, it says, gesture and speech had to be naturally selected together. Rather than gesture-first . . . → Read More: The origin of language in gesture–speech unity