Submissions

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Submission Preparation Checklist

As 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.

Author Guidelines

The Editorial Board of CJ recommends that before submitting a manuscript for publication the authors should read the CJ publication guidelines carefully and comply with them in full in order to minimize the review and revision process.
It is the intention of CJ to accept for publication papers covering a wide range of topics related to innovative practices in plurilingual and pluricultural education, which may vary in terms of educational stage (infant, primary, secondary, vocational and higher education); curricular area, or discipline (transdisciplinary projects are welcome); classroom typology (immigrant reception, virtual, immersion, CLIL, Integrated Content and Language in Higher Education, two-way immersion, Content-Based Learning, Sheltered Instruction, Language Across the Curriculum, Community Language, etc.), or area of competence (oral and written communication, intercultural communication, etc.).

CJ aims to promote dialogue across theory, research and teaching practice. To this end, three main typologies of articles will be accepted:
· Research and Knowledge Transfer
· Innovation and Knowledge Transfer
· Issues in Plurilingual and Pluricultural Education

Research and Knowledge Transfer
Under the rubric Research and Knowledge Transfer 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): http://gent.uab.cat/cristinaescobar/sites/gent.uab.cat.cristinaescobar/files/13_Escobar%20_IJBEB_CLIl-teach.pdf 
· Topic: self- and co-assessment of academic writing (in Catalan):
http://www.publicacions.ub.edu/revistes/tempsDEducacio52/default.asp?articulo=1359&modo=resumen
· Topic: intercultural welcome experience (in Spanish):
http://revistas.ucm.es/index.php/DIDA/article/view/DIDA1010110149A/18700

Innovation and Knowledge Transfer
The rubric Innovation and Transfer encompasses articles describing innovative educational experiences at any stage of education 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):
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_science_literacy.pdf
· Topic: teacher education (in Catalan):
https://www.raco.cat/index.php/TempsEducacio/article/view/328504 
· Topic: autonomy of learning and orality (in Spanish):
https://dialnet.unirioja.es/servlet/articulo?codigo=6313181

Issues in Plurilingual and Pluricultural Education
Articles published under the Issues in Plurilingual and Pluricultural Education rubric are all those that promote reflection and/or propose new approaches to current issues in plurilingual and/or pluricultural education.
The following links provide examples of the sort of article that would fall in this category:
· Topic: linguistically diverse classrooms (in English): 
https://rdcu.be/Ozm9
· Topic: scaffolding and exploratory talk (in Catalan):
http://gent.uab.cat/xavierfontich/sites/gent.uab.cat.xavierfontich/files/fontich%202011%20Di%C3%A0leg%20a%20l%27aula%20perspectiva.pdf
· Topic: project-based literary education (in Spanish):
https://rieoei.org/historico/documentos/rie59a06.pdf

 

General Guidelines

Content
The subject matter of any submission must centre around plurilingual and pluricultural education and all research described should be innovative and relevant.

Languages
CJ accepts submissions of articles written in Catalan, English or Spanish.

Style
Submissions must be written in a style that is clear and will be easily understood by a wide range of researchers, teacher trainers and educators from all stages of education.
Likewise, authors are required to follow the APA Style (www.apastyle.org). Should the authors be unfamiliar with the APA Style, the following tutorial shows how to structure and format written work according to that style and also provides examples of the correct use of citations and references http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx (you will need Adobe Flash Player to view this).

Title
The title must concisely but clearly express the content of the article in a way that draws the reader’s attention. It should be limited to 20 words. Titles exceeding this limit will be split into title and subtitle.

Abstract
Each paper must be preceded by an abstract not exceeding 200 words which should be an accurate, concise but comprehensible summary of the full paper. The abstract must provide information about the objective, methodology and outcomes of the research described in the article.
A well-prepared abstract allows readers to quickly and accurately identify the content of the paper without having to read the entire article.
The abstract must be located, on the first page, after the title and author information and before the first section of the article proper. It must be written in two languages, as follows:
· Articles written in English must provide an abstract in English and an accurate and appropriate translation of the abstract in in any other language at the author’s discretion.
· Articles written in Catalan or Spanish must provide an abstract in that language and an accurate and appropriate translation of the abstract in English.
Responsibility for the accuracy of translations is the author’s. Should the work of a professional translator be necessary, it will be at the author’s expense.

Keywords
The abstract must be followed by between four and six keywords, separated by semicolons, with single line spacing. These words must be sufficiently representative of the article’s contents to be used for indexing.

Evidence of results
The articles must provide concrete exemplifications of experimental results or outcomes in the form of, for example, learning materials, samples of student output, photographs from the classroom, fragments of oral interaction transcripts, etc.

Visual material
CJ encourages authors to complement research data whenever possible with graphic material such as diagrams, tables, photographs, links to videos, etc.
· Should the article contain such visual material, it must be submitted in accordance with the ‘Figures’ template available on the CJ website (see below).
· All figures must be numbered consecutively following the order of their appearance in the text.
· All images must be .jpeg format with a minimum resolution of 300 dpi.
· Each image must be accompanied by a caption.

'Figures' template The ‘Figures’ template ensures that the following information is submitted for each graphic file submitted: · Image identification number (e.g., figure1, figure2, etc.)
· Typology (photograph, diagram, etc.)
· Caption (captions must not exceed 15 words)
It is the sole responsibility of the authors to obtain the necessary permissions for the use of images subject to copyright. The authors must sign a Copyright Statement for all images to be published and also an Assignment of Rights of Image for CJ. These two documents will be sent once an article is accepted to the review stage.

Numbering of sections and subsections
The articles must be organized in sections and subsections with headings in boldface and duly enumerated using Arabic numerals. Sections may be subdivided into a maximum of two levels of subsection. Second- and third-level section numbering should reflect higher level numbering, such that, for example, second-level numbering within section 2 of the text would be numbered 2.1, 2.2, 2.3, etc.

Format
Papers must be submitted as Word documents (.doc or .docx) through the template available for download on the CJ website. The authors are required to follow the format of the template in terms of typography, font size, alignment, etc. for each part and section. See below some general considerations with regards to text formatting:
· Abstract: Arial 10, full justification, single line spacing.
· Keywords: Arial 10, Italic.
· Headings: Arial 14, bold.
· Sub-headings: Arial 12, bold.
· Main text: Arial 12, full justification, 1.5 line spacing.
· Footnotes: Arial 11, full justification.

Italics should be used to emphasize words. Boldface text should be limited to headings and subheadings. Underlining should be strictly limited to marking exceptional emphasis in transcribed speech, for example. Abbreviations and acronyms should be defined at first mention and used consistently thereafter.

Citations and Reference List
All works cited in the text must appear in the reference list at the end of the article. It should be clear from the list that the set of works consulted is extensive but also includes the most recent publications.
Citations and references must comply with APA recommendations in this regard. Guidance is available at the following links.
· For English:
http://www.apastyle.org/
· For Catalan:
http://www2.udg.edu/biblioteca/Comcitardocuments(vell)/EstilAPA/tabid/11972/Default.aspx
· For Spanish: (you will need Adobe Flash Player to view this).
http://www.crue.org/tutorial_referencias/

Specifications for papers intended for the focus area Research and Knowledge Transfer, or Issues on in Plurilingual and Pluricultural Education

Length
Articles intended for either of these two categories should not exceed 7000 words.

Examples
A sample empirical research article in English showing appropriate text organization can be found at the following link. http://www.apastyle.org/manual/related/sample-experiment-paper-2.pdf

Specifications for papers intended for the focus area Innovation and Knowledge Transfer

Length
Articles intended for this category should not exceed 3000 words.

Approach
Although CJ recommends that in general authors follow the APA Style for articles submitted to this focus area (see ‘Style’ section above under General Guidelines), certain types of innovative experiences may not naturally lend themselves to the classic structure. If this were the case, the authors might adapt their writing style and structure to the type of approach chosen. For example:
· A case study report about a specific teaching experience.
· A critical analysis of one special aspect of the author’s own teaching practices
· A description of a how to implement an innovative teaching technique.
· Recommendations and guidelines for how to react to a particular classroom situation.
· A systematic exploration of one particular classroom-related phenomenon or problem intended to stimulate readers to reflect on their own practices.

Stages of the Review Process

Step 1. Receipt of the original manuscript
Prior to submitting the original manuscript, the author will have to follow the online registration procedure spelled out at the CJ website, and then log in. Once the initial submission is effected and the article accepted, authors should expect the full review and revision procedure to take at least six months before the article is published.

Step 2. First review (internal review)
The Editorial Board will carry out a general review of the quality and appropriateness of the submission in terms of both content and writing. This triage has two possible outcomes:
a. The Editorial Board rejects the paper because it fails to meet the journal’s standards. In this case the author will be duly notified.
b. The Editorial Board gives preliminary approval to the paper and sends it to two external reviewers for evaluation.

Step 3. Second review (external review)
Two anonymous reviewers will be assigned by means of a double-blind process to review the submitted article. Depending on their views, one of the two following outcomes ensues:
a. If both reviewers are in overall agreement, the article will be either accepted as is, will be accepted conditionally pending revision by the author or rejected.
b. If the two authors are not in agreement, the article will be sent to a third reviewer. This third opinion will determine whether the article is accepted as is, accepted conditionally or rejected.
If the article is accepted conditionally pending revisions, it must be resubmitted in its revised form within a maximum of two months. The authors should also attach a point-by-point account of how they have addressed each of the reviewers’ concerns in the new revised version.

Once the revised version of the text has been submitted, a second double-blind review procedure with two anonymous reviewers is followed.
· As previously, if the two reviewers agree that the article is publication-worthy, the article is accepted for publication.
· If the reviewers are of differing opinions, the Editorial Board will make the final decision.
· If the two reviewers agree that the article is not publication-worthy, the article is rejected for publication.

Step 4. Notification of the final evaluation
The second review process will take approximately 30 days. At the end of that time, the Editorial Board will duly inform the author of its final decision.

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):
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_science_literacy.pdf

Topic: teacher education (in Catalan):
https://www.raco.cat/index.php/TempsEducacio/article/view/328504 

Topic: autonomy of learning and orality (in Spanish):
https://dialnet.unirioja.es/servlet/articulo?codigo=6313181

 

 

 

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): 
http://gent.uab.cat/cristinaescobar/sites/gent.uab.cat.cristinaescobar/files/13_Escobar%20_IJBEB_CLIl-teach.pdf 

Topic: self- and co-assessment of academic writing (in Catalan):
http://www.publicacions.ub.edu/revistes/tempsDEducacio52/default.asp?articulo=1359&modo=resumen

Topic: intercultural welcome experience (in Spanish): 
http://revistas.ucm.es/index.php/DIDA/article/view/DIDA1010110149A/18700

 

The A-B-C of Content Learning in CLIL Settings

The 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.

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