Studies in Language (SL) provides a forum for the discussion of issues in contemporary linguistics from discourse-pragmatic, functional and typological perspectives. Areas of central concern are: discourse grammar; syntactic, morphological and semantic universals; pragmatics; grammaticalization and grammaticalization theory; and the description of problems in individual languages from a discourse-pragmatic, functional, and typological perspective. For regular article contributions, the priority of a typological and cross-linguistic perspective is high: Articles on one language are welcome if of interest to the generalist/universalist. Likewise, interdisciplinary studies are welcome to the extent that they have the same perspective. In addition to regular articles, SL welcomes short contributions that report on new discoveries in little-known and/or endangered languages, emphasizing description over theory and comparison, and that are published in a special section to the journal. Contributions to this section typically derive from original fieldwork and are expected to provide concise and well-substantiated analyses of linguistic phenomena that have not been noticed much in general or in the relevant family or area but for which the wider theoretical implications cannot be established yet.This journal is peer reviewed and indexed in: Social Sciences Citation Index; Social Scisearch; Current Contents/Social and Behavioral Sciences; Journal Citation Reports/Social Sciences Edition; Arts & Humanities Citation Index; Abstracts in English Studies; Cultures, Langues, Textes; European Reference Index for the Humanities; Germanistik; Humanities Index; IBR/IBZ; Linguistics Abstracts; Linguistic Bibliography/Bibliographie Linguistique; LLBA; MLA International Bibliography, TSA Online.
Studies in Latin American Popular Culture, an annual interdisciplinary journal, publishes articles, review essays, and interviews on diverse aspects of popular culture in Latin America. Articles are written in English, Spanish, or Portuguese.
Studies in Philosophy and Education is an international peer-reviewed journal that focuses on philosophical, theoretical, normative and conceptual problems and issues in educational research, policy and practice. Without adopting any one philosophical or theoretical school or cultural tradition, the journal promotes exchange and collaboration among philosophers, philosophers of education, educational and social science researchers, and educational policy makers throughout the world. Coverage ranges widely from important methodological issues in educational research as shaped by the philosophy of science to educational policy problems as shaped by moral and social and political philosophy and educational theory. Single issues of the journal are occasionally devoted to the critical discussion of a special topic of educational and philosophical importance. A frequent 'Reviews and Rejoinders' section features book review essays with replies from the authors.
SR serves scholars who work in a wide range of sub-fields in religious studies and theological studies. It publishes scholarly articles of interest to specialists, but written so as to be intelligible to other scholars who wish to keep informed of current scholarship. SR est une publication scientifique canadienne trimestrielle et bilingue au service des gens æuvrant dans les multiples champs des sciences religieuses et théologiques. Elle publie des articles d`intérêt pour les spécialistes des questions religieuses et théologiques, aussi accessibles à tout autre spécialiste désireux d`être informé des études actuelles.