Reading in a Foreign Language

National Foreign Language Resource Center
1890 East-West Road, Moore Hall 256
University of Hawai‘i
Honolulu, HI 96822




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,

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,