Journal Guide

For nearly a century now, the periodical English Studies has been one of the defining publications in the field of 'English'. Unique in the range and quality of its coverage, it attracts contributions from leading scholars worldwide on the language, literature and culture of the English-speaking world from the Anglo-Saxon period to the present day. The foremost position of English Studies in many of these areas is widely recognized by its international readership. The six or seven articles in each regular issue of the journal are supplemented by 10 to 15 substantial reviews of major new publications. In addition, the Forum section provides a valuable platform for topical discussion. English Studies also publishes at least two special issues per volume, assuring in-depth coverage of carefully selected topics of interest to the global English Studies community. Readers can rely on the journal to offer them scholarship of the highest quality, and to keep them informed of the latest developments in a varied and fast-evolving field. Scholars will find in English Studies a publication outlet with a reputation for excellence, allowing them to reach an audience of peers across the globe. In its editorial policy, this peer-reviewed journal, supported by a board of internationally respected Advisory Editors, combines a healthy respect for tradition with a keen interest in the latest innovative approaches. Peer Review Policy All review papers in this journal have undergone editorial screening and peer review. Disclaimer Taylor & Francis makes every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.

Since it was established in 1958, English Studies in Africa has published some of the key interventions in literary studies. Given its origins in the Department of English at the University of the Witwatersrand, its emphasis for many years was thoroughly Leavesite. Looking back over the succession of editions, though, one can trace the challenges to this orthodoxy, first in the name of cultural materialism, and subsequently from a diverse range of theoretical perspectives. The journal has emphasized, as its name attests, the study of world literature in English within African contexts, at the same time as it set about promoting the study of African literature worldwide. Its founding editors clearly wished to establish a conduit between Anglo-American and Southern African literary studies, and this ethos persists, though in a revised form.Despite this commitment to its context, however, English Studies in Africa is unique in its willingness to publish articles on any literary, educational or language topic that the editors adjudge will be of interest to its diverse readership. Its current editorial board is committed to publishing research that is theoretically sophisticated, thoroughly argued and which makes a significant contribution to the field. While articles regarding English-language education and the English language in its various African manifestations are welcomed, contributors should be apprised of the fact that literary studies remain the core concern of the journal. Although critical articles are our first concern, book reviews, review essays, creative non-fiction and interviews are also welcome. Publishers wishing to submit books for review should send them to The Editor. All articles are peer-reviewed, and the journal is listed on both the ISI-index and is accredited by the South African Department of National Education. English Studies in Africa appears biannually. Guest editors are appointed for special editions of the journal, which alternate with general editions. In addition to the Editor, two Associate Editors and the Editorial Board are responsible for deciding on the themes of special editions and for arbitrating readers' reports on submissions. The journal has been published by UNISA Press (South Africa) since 2008 and in collaboration with Taylor and Francis since 2009. DisclaimerUnisa Press and Taylor & Francis make every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Unisa Press, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not necessarily the views of the Editor, Unisa Press and Taylor & Francis.

English in Education, the academic journal of the National Association for the Teaching of English (NATE) publishes papers and articles which report on research related to all aspects of English teaching both from within the United Kingdom and from other nations, where English language and literature are part of the school and Higher Education curriculum. NATE is an active part of the International Federation for the Teaching of English (IFTE) and its journal seeks to share the knowledge and expertise of English teachers throughout the world. To this end, it provides an international forum for the work of researchers, practitioners, advisers and consultants who are engaged in questioning both practice and policy related to the curriculum and in particular it promotes dynamic and progressive approaches to teaching. The work of the Journal is overseen by the Academic review Board which ensures fair reviewing of all submissions through anonymous refereeing. The Journal invites the submission of papers produced within a research paradigm which report on dynamic and interactive pedagogies and which interrogate contemporary responses to the changing nature of communication in all its forms, including drama, digital and media literacy, as well as all aspects of both language and literature. Guest editors are engaged for Special Issues to focus on a particular theme or contemporary policy question. The journal is published by Wiley-Blackwell for the National Association which represents teachers of English within the four countries of the United Kingdom and supports international teachers of English. It has a wide readership in Britain, Canada, Australia and the USA. As well as books and pamphlets, the Association also publishes the professional journal, English Drama Media (EDM) and the magazine, NATE Classroom.

EJES presents work of the highest quality in English literature, linguistics and cultural studies from the multidisciplinary and multicultural perspective that characterises the study of English in Europe. The aim of the journal is to publish substantial scholarly and critical interventions in a fast-developing field and thereby itself to influence the agenda in its disciplines. A research journal, written by and for specialists from all parts of the disciplinary spectrum of English Studies in Europe and beyond, EJES is also addressed to academics interested in the dialogical and plurivocal development of their subject and are interested in innovative work outside their own area of expertise. To this end, it also offers non-specialists examples of recent approaches and new ways of conceiving and engaging the field of English studies. The journal places a high premium on readability, discussion of controversial issues, and the inclusion of a wide range of disciplinary, cultural and theoretical perspectives. EJES appears three times a year. Individual issues are devoted to specific themes, proposed by guest editors, and designed to attract cutting-edge research from across and between the disciplines that make up English Studies in Europe and beyond. A substantial book review section keeps readers informed about new publications in the field, particularly where these challenge existing assumptions or offer to make a difference to the practice of the discipline. 'The cause is Europe . . . The cause is also English Studies in the broadest sense of that term . . . Moreover, the cause is debate.' (Editorial, EJES 1.1) Disclaimer Taylor & Francis makes every effort to ensure the accuracy of all the information (the 'Content') contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.