About

The online journal Reading in a Foreign Language (RFL) is a scholarly international refereed journal originally founded as a print journal in 1983 at the University of Aston, Birmingham, England. The journal moved to the University of Hawai‘i in 2002 under the co-editorship of Richard R. Day and Thom Hudson. It is supported by the National Foreign Language Resource Center, and the Center for Language & Technology at the University of Hawai‘i at Mānoa.

Reading in a Foreign Language has established itself as an excellent source for the latest developments in the field, both theoretical and pedagogic, including improving standards for foreign language reading.

This fully-refereed journal publishes articles, columns, and reviews on a rolling basis (they are published as they become available). The editors seek manuscripts concerning both the practice and theory of learning to read and the teaching of reading in any foreign or second language. Reviews of scholarly books and teaching materials, conference reports, and discussions are also solicited. The language of RFL is English, but lexical citations of languages other than English are acceptable. Additionally, the journal encourages research submissions about reading in languages other than English. From time to time, special issues are published on themes of relevance to our readers. Please see our submission guidelines for more information.

Although RFL is a free online journal, we would appreciate your support as a subscriber. This will assist us in continuing to obtain institutional support for the journal, keeping it free of charge. Please take a few minutes to visit our subscription page.

RFL is currently indexed in Web of Science and in Scopus.

 

Reading in a Foreign Language is published by the National Foreign Language Resource Center (NFLRC) at the University of Hawai'i at Mānoa and is currently indexed in Web of Science and in Scopus.

Updated March 12, 2024

Continuous Call for Reviews, Teresa Maria Wlosowicz, RFL Reviews Editor, melomane.plurilingue@gmail.com

Bravo Granström, M. (2019) Teachers’ Beliefs and Strategies when Teaching Reading in Multilingual Settings. Case Studies in German, Swedish and Chilean Grade 4 Classrooms. Berlin: Logos Verlag.

Krüger, M. (2023). Media-Related Out-of-School Contact with English in Germany and Switzerland. Frequency, Forms and the Effect on Language Learning. Wiesbaden: Springer VS.

Oppolzer, M. (2020). Reading Autobiographical Comics: A Framework for Educational Settings. Berlin · Bern · Bruxelles · New York · Oxford · Warszawa · Wien: Peter Lang.

Shiotsu, T. (2010). Components of L2 reading: Linguistic and processing factors in the reading test performances of Japanese EFL learners. Cambridge: Cambridge University Press. 

A free E-book copy will be made available to the reviewer of the books listed above. The call is primarily open to academics, researchers in areas related to foreign language reading (applied linguistics, pedagogy, psychology, etc.), teachers and students (both doctoral and graduate students), however, the list is not exhaustive.

Call for Contributors “Readings on L2 Reading” Annual Column

Reading in a Foreign Language is seeking contributors for the “Readings on L2 Reading” annual column. This annual feature offers an archive of articles published in other venues during the past year and serves as a valuable tool to readers of Reading in a Foreign Language. This is an excellent opportunity to provide service to the profession while reviewing the latest research in the field of second and foreign language reading. All interested researchers are encouraged to apply, especially graduate students and early career researchers.  

Shenika Harris, sharris@lindenwood.edu