Language Learning supports scholarship and research in language studies by means of a variety of grant programs:

• The Language Learning Dissertation Grant Program
• The Language Learning Early Career Research Grant Program

These schemes are described in the frontmatter of the journal and on the Grants page.

Language Learning publishes two biennial supplements.

Language Learning Cognitive Neuroscience

Edited by Guillaume Thierry

The Language Learning Cognitive Neuroscience Supplement Series aims to deliver bi-annual collections of peer reviewed articles on natural or artificial language learning explored through cognitive neuroscience methods. The series also features papers introducing new hypothetico-deductive and theoretical pathways for the study of language learning from a multi-disciplinary perspective. Contributions reporting results from experiments using methods that have a tangible relation to brain function are particularly encouraged (e.g., electrophysiology, in particular EEG and MEG, fMRI, NIRS, TMS, tDCS, etc.), but also studies using methods from behavioural neuroscience such as eye-tracking, electrodermal conductivity, and reaction time modelling. The LLCNS Series focusses on the functional organisation of novel language representations, from a developmental perspective, from a (natural or artificial) language learning perspective, but also in bi- and multi-lingual individuals. How are new language representations formed? How do first and second language representations interact? How much functional autonomy do language representations enjoy from generic cognitive control systems during and after learning? What can natural and artificial language learning tell us about language-cognition interactions? How critical is language learning to the development of abstract reasoning and does it have an impact on perception and existing conceptualisations? How can computational modelling help reveal implicit aspects of language learning? How can we use neuroscientific data to make language learning more effective?

Language Learning Special Issue

Edited by Judit Kormos

The Language Learning Special Issue Series is a bi-annual collection of peer reviewed articles on a theme or research methodology that is of interest and relevance to the journal’s international readership of language learning scholars. Recent special issue series aim to feature work in contexts and areas of inquiry in language learning which are underrepresented. The special issue series bring together original contributions of standard article length accompanied by an introduction written by the guest editors. The upcoming special issue focusses on the on the role of key factors that have a profound impact on heritage language development and maintenance. Contributions from leading scholars from a wide array of backgrounds and expertise including formal, experimental, usage-based and social-justice perspectives focus on fundamental issues of the role of input, contextual factors, generational variance and linguistic variability in heritage language acquisition, use and language loss. This collection of articles aims to define the research agenda for future studies in heritage language acquisition and maintenance and contribute new insights into research on multilingual language and cognition as a whole.

Currents in Language Learning

Edited by Lourdes Ortega

The Currents in Language Learning Supplement Series ran from 2013 - 2021, with further information available here.  It published in-depth examinations of emerging trends and burgeoning themes with the goal to advance knowledge in critical areas deemed to be at the cutting edge of research into language learning, broadly defined. Guest Editors were invited by the Series Editor to map out the trend or theme and identify key scholars who are leading the empirical efforts and who can offer large-scale reflections and 360-degree views of the chosen research area. The resulting guest-edited volumes were published biennially as supplements of Language Learning. They comprised state-of-the-art syntheses and/or latest empirical work and were concerned with forward-looking theoretical and empirical questions in language learning, including: child and adult bilingual development; acquisition of any languages and language varieties; language education; multilingualism across contexts; cognitive, sociocultural, and critical dimensions of literacy; language representation in mind and brain; culture, pragmatics, and discourse; and intergroup and interpersonal relations.

Language Learning also published two book series:

The Language Learning Monographs Series from 1999 to 2016

https://www.wiley.com/en-us/Language+Learning+Monograph-c-2256

The Best of Language Learning Series from 2001 to 2011

https://www.wiley.com/en-us/search?pq=language+learning%7Crelevance%7Cseries%3A2257