Submission Preparation ChecklistAs part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.
- The text is a Word document.
- The abstract and keywords appear in two languages.
- Texts submitted for the focus areas of Research and Knowledge Transfer or Issues in Plurilingual and Pluricultural Education do not exceed 7000 words, and those submitted for the Innovation and Knowledge Transfer focus area do not exceed 3000 words.
- The text is consistent with the CJ Authors’ Guidelines as well as the APA Style with regard to citations and references. Whenever possible, the DOI (digital object identifier) has been stipulated for all works cited.
- Each graphic file has been attached separately in .jpeg format with 300 dpi resolution, in RGB colour and scaled to the size in which it should be printed.
- The ‘Figures’ template has been duly filled in for each graphic file submitted. Figures appear in the order in which they are referred to in the text and are numbered accordingly.
- Permission to reproduce data, figures and diagrams has been duly obtained if they are not original to the text. All contents are original and legally obtained and do not infringe any laws.
- All instructions have been duly followed. In particular, the text conforms to all the criteria mentioned in the journal’s statement of ethics with regard to in the author's responsibilities. If the text is accepted, the author will be required to sign a declaration and will be held liable for any infraction.
Innovation & Knowledge Transfer
Within the label Innovation & Knowledge Transfer, there are embraced those articles based on innovative educational experiences targeted at educators of all stages in order to find inspiration and support for their teaching practice in plurilingual and pluricultural contexts.
The following links provide examples of the sort of article that would fall in this category:
Topic: teaching science and literacy (in English):
Topic: teacher education (in Catalan):
Topic: autonomy of learning and orality (in Spanish):
Foundations & Research
Under the rubric Foundations & Research, CJ aims to disseminate the results of empirically-focused work by practitioners and researchers in plurilingual and pluricultural education.
The following links provide examples of the sort of article that would fall in this category:
Topic: teacher education (in English):
Topic: self- and co-assessment of academic writing (in Catalan):
Topic: intercultural welcome experience (in Spanish):
The A-B-C of Content Learning in CLIL SettingsThe A-B-C of Content Learning in CLIL Settings section of CJ aims to become a forum where the role of PCK in CLIL can be explored collaboratively, thus helping to fill a gap in the field. With this purpose, The A-B-C invites content-area specialists and PCK-Language teacher tandems to make informed contributions about how best to approach the teaching and learning of their particular subject matter in language development settings such as CLIL and Immersion classrooms, or Language Reception programmes for newly arrived students with migration backgrounds.
Copyright NoticeAuthors who publish with this journal agree to the following terms:
- Authors retain copyright.
- The texts published in this journal are – unless indicated otherwise – covered by the Creative Commons Spain Attribution 4.0 licence. You may copy, distribute, transmit and adapt the work, provided you attribute it (authorship, journal name, publisher) in the manner specified by the author(s) or licensor(s). The full text of the licence can be consulted here: https://creativecommons.org/licenses/by/4.0/.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
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