People
Advisory BoardUniversity of Hawai‘i, USA |
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| Greta Gorsuch | Co-Editor, Reading in a Foreign Language | readfl@hawaii.edu |
| Jing Zhou | Co-Editor, Reading in a Foreign Language | readfl@hawaii.edu |
| Julio C. Rodriguez | Director, National Foreign Language Resource Center | julio.rodriguez@hawaii.edu |
Editorial Board |
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| Elizabeth Bernhardt-Kamil | Stanford University, USA |
| Janice Bland | Nord University, Norway |
| Cindy Brantmeier | Washington University, USA |
| Lisbeth Brevik | University of Olso, Norway |
| Steven J. Carter | Brigham Young University-Hawaii, USA |
| Anna C.S. Chang | Hsing Wu University, Taiwan |
| Kathy Conklin | University of Nottingham, UK |
| Byungmin Lee | Seoul National University, Korea |
| John Macalister | Victoria University of Wellington, New Zealand |
| Kristen Michelson | Texas Tech University, USA |
| Shingo Nahatame | University of Tsukuba, Japan |
| Lakshmana Rao Pinninti | Indian Institute of Technology Kanpur, India |
| Willy Renandya | National Institute of Education, Nanyang Technological University, Singapore |
| Barry Lee Reynolds | University of Macau, China |
| Eunseok Ro | Pusan National University, S. Korea |
| Helen Shen | University of Iowa |
| KE Sihui | Hong Kong Polytechnic University, China |
| Etsuo Taguchi | Daito Bunka University, Japan |
| Jing Wang | Indiana University Indianapolis, USA |
| Stuart Webb | Western University, Canada |
| Shuyi Yang | John Hopkins University, USA |
| XueXue Yang | State University of New York, Oneonta, USA |
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| Co-Editor | Yeu-Ting Liu | readfl@hawaii.edu |
| Co-Editor | Mark Feng Teng | readfl@hawaii.edu |
| Co-Editor | Jing Zhou | readfl@hawaii.edu |
| Reviews Editor | Teresa Maria Wlosowicz | melomane.plurilingue@gmail.com |
| Readings on L2 Reading Editor | Shenika Harris | sharris@lindenwood.edu |
| Assistant Editor | Kyle Lai | |
| Assistant Editor | Baiarma Soktoeva | |
| Assistant Editor | Allen Weili Xing |
Staff |
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Technology Lead |
Richard Medina |
University of Hawai‘i at Mānoa, USA |
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Production Assistant |
Asuka Miyamoto |
University of Hawai‘i at Mānoa, USA |
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Production Assistant |
Jue Wang |
University of Hawai‘i at Mānoa, USA |
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Social Media Editor |
David Honeycutt |
University of Hawai‘i at Mānoa, USA |
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Social Media Editor |
Alexander Tang |
University of Hawai‘i at Mānoa, USA |
Reading in a Foreign Language is published by the National Foreign Language Resource Center (NFLRC) at the University of Hawai'i at Mānoa (UHM) with additional support from the Center for Language & Technology at UHM and Texas Tech University. The journal is currently indexed in Web of Science and Scopus.
Announcements
Open Calls
Forthcoming Reviews
Blackwood, R., Røyneland, U. (Eds.) (2021). Spaces of multilingualism. New York: Routledge.
Erlam, R., Philp, J., Feick, D. (2021) Teaching Languages to Adolescent Learners. From Theory to Practice. Cambridge: Cambridge University Press.
Muñoz-Basols, J., Fuertes Gutiérrez, M. and Cerezo, L. (eds.) (2025) Technology-Mediated Language Teaching. From Social Justice to Artificial Intelligence. (Translated by Emily Balkwill). Bristol/Jackson: Multilingual Matters
Shiotsu, T. (2010). Components of L2 reading: Linguistic and processing factors in the reading test performances of Japanese EFL learners. Cambridge: Cambridge University Press.
Stroupe, R., & Roosman, L. (Eds.)(2025). Applied Linguistics in the Indonesian context. Singapore: Springer Nature.
Summer, T. & Böttger, H. (2022). English in primary education: Concepts and practice. Bamberg: University of Bamberg Press.
Seeking Reviews
Akhavan, N. (2023) Small group reading with multilingual learners. Differentiating instruction in 20 minutes a day. Thousand Oaks, CA: Corwin.
Akhavan, N. (2024) The big book of tasks for English language development, grades K-8. Lessons and activities that invite learners to read, write, speak, and listen. Thousand Oaks, CA: Corwin.
Bardel, C., Hedman, C., Rejman, K., & Zetterholm, E. (2022). Exploring Language Education: Global and Local Perspectives (p. 242). Stockholm University Press.
Bavendiek, U., Mentchen, S., Mossmann, C. & Paulus, D. (Eds.)(2022), Ab Initio language teaching in British higher education: The case of German. London: UCL Press.
Bruggink, M., Swart, N., van der Lee, A., Segers, E. (2025) Teaching reading comprehension in a digital world. Evidence-based contributions using PIRLS and digital texts. Cham, Switzerland: Springer.
Crato, N. & Patrinos, H. A. (eds.) (2025). Improving National Education Systems After COVID-19: Moving Forward After PIRLS 2021 and PISA 2022. Evaluating Education: Normative Systems and Institutional Practices
Dubreil, S., Malinowski, D., Maxim, H.M. (2023) Spatializing language studies. Pedagogical approaches in the linguistic landscape. Cham: Springer.
Džumhur, Ž., Koršňáková, P., Meinck, S. (eds.) (2025). Dinaric Perspectives on PIRLS 2021. Prerequisites and Conditions for Teaching and Learning to Read, Cham: Springer.
Fajt, B. (2024) Extramural English Activities and Individual Learner Differences. A case of Hungary. Budapest: Károli Gáspár University of the Reformed Church in Hungary, and Paris: L’Harmattan Publishing.
Gorter, D., Cenoz, J. (2023). A panorama of linguistic landscape studies. Bristol/Jackson: Multilingual Matters.
I-Wen Su, L., Cheung, H., Wu, J. R. W. (Eds.) (2021). Rethinking EMI. Multidisciplinary perspectives from Chinese-speaking regions. London: Routledge.
Kusiak, M. (2013). Reading comprehension in Polish and English: Evidence from an introspective study. Cracow: Jagiellonian University Press.
Lindholm, C., Vanhatalo, U. (eds.) (2021). Handbook of Easy Languages in Europe. Berlin: Frank & Timme GmbH
Makalela, L, & White, G. (Eds.)(2021). Rethinking language use in digital Africa: Technology and communication in Sub-Saharan Africa. Bristol, United Kingdom: Multilingual Matters.
Nunn, N., Sedláčková, J., Tóthová, L., & Yang, J. (2022). Deafinitely English: Online materials for teachers of English as a Foreign Language for Deaf, deaf and hard of hearing students. Brno: Masaryk University Press.
Reimers, F., Azim, Z., Palomo, M-R., & Thony, C. (2026). Artificial Intelligence and Education in the Global South. A Systems Perspective. Cham: Springer.
In French:
Sokołowicz, M., Zatorska, I. (Eds.) (2019). Quand regarder fait lire. Nouveaux défis dans l’enseignement des littératures de langue française. Warsaw: Warsaw University Press.
In German:
Maik Philipp, Simone Jambor-Fahlen (Eds.) (2022). Lesen: Prozess- und produktperspektiven von der wortebene bis zu multiplen texten. Basel: Belz Juventa.
Schrott, A., Wolf, J., Pflüger, Ch. (2023). Textkomplexität und Textverstehen. Studien zur Verständlichkeit von Texten. Berlin/Boston: Walter de Gruyter GmbH.
In Spanish:
Tabuenca Cuevas, M.F., Sánchez Sánchez, G. (eds.) (2025). Enseñanza-aprendizaje de la lengua extranjera en educación infantil, primaria y terciaria. La deconstrucción de la cultura extranjera. Barcelona: Ediciones Octaedro.
Trigo Ibáñez, E., Sánchez Arjona, E., Saiz Pantoja, R. and Florido Zarazaga, B. (eds.) (2025). La lectura ante los desafíos de una sociedad en transformación Una aproximación desde la investigación. Barcelona: Ediciones Octaedro.
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.
About Reviews
You are invited to review books not listed here as well, as long as they are related to reading in a foreign language. Should you choose to review a book on L1 reading you ought to emphasize how the research presented therein is relevant to foreign language reading. You can also review books published in your own countries, and not necessarily in English, as long as your review is written in English. A précis in the language in which the book is written may accompany the full English-language review. In fact, we are open to reviews of books from all over the world in order to follow and popularize current research on foreign language reading.
The reviews section of Reading in a Foreign Language generally accepts three types of books:
- academic publications, research reports, etc. for example, on the psychological processes involved in reading, vocabulary retention, cross-linguistic interaction in reading, etc.
- resources for teachers: books written from a more practical angle, for example, on how to design reading activities, how to choose reading materials, how to motivate learners to read, etc.
- resources for learners, especially textbooks developing reading skills, for example, preparing learners for the reading component of language exams, such as the CPE exam in English. The guidelines for writing a review are available here:
https://nflrc.hawaii.edu/rfl/submission-guidelines/#reviews
As Reading in a Foreign Language has switched to a continuous publishing mode, there are no specific deadlines.
Contact Teresa Maria Wlosowicz melomane.plurilingue@gmail.com if you are interested in having material reviewed as a publisher or as an author, or if you wish to serve as a reviewer.
Please visit https://opensubmissions.org/index.php/rfl to submit your manuscripts.
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
