Aims and scope | Submission requirements | Article Types | Preparation of manuscripts | Policy on prior publication | English language editing services | Competing interests | Authorship and contributorship |  Author affiliations |  ORCiD |  Supplementary materials |  Author hub | Use of artificial intelligence (AI) tools

Aims and scope

Language Teaching (LT) is the essential research resource for language professionals providing a rich, expert, and critical overview of recent research in the field of second-language teaching and learning. It offers critical survey articles of research on specific topics, second and foreign languages and countries, and invites original research articles reporting on replication studies and meta-analyses. The journal also includes regional surveys of outstanding doctoral dissertations, topic-based research timelines, theme-based research agendas, recent keynote speeches, and research-in-progress reports and conference poster presentations. 

LT is a highly-cited, long-established, high-profile publication of Cambridge University Press. It is a quarterly, professional, peer-reviewed journal dedicated to providing critical reviews on key international research in second language acquisition to its international readership of researchers and practitioners in the field at all levels of instruction.

Submission requirements

Authors are asked to confirm the following before we proceed with the peer review process:

1. That the manuscript submitted is not published or in press, or currently being reviewed or considered for publication elsewhere.
2. If the study is part of a larger study or if the authors have used the same data in whole or in part in other papers, both already published or under review. If this is the case, authors should state where the paper is published/under review and describe clearly and in as much detail as necessary where the similarities and differences are and how the current submission to LT makes a different and distinct contribution to the field.
3. Authors should ensure as far as possible that they follow the COPE Guidelines as regards excessive self-citation. LT recommends authors keep self-citation to no more than 6 self-citations (including jointly authored publications).
4. All authors are strongly encouraged to have their work checked by an experienced academic writer for both accuracy and clarity prior to submitting this for initial desk review.
5. LT requires all authors to submit authorship declaration statements, to be included on the manuscript title page. Please see the 'Authorship and Contributorship' section below for more information.
6. Authors are responsible for the validity and integrity of their work. We regard disclosing the use of AI tools in manuscript preparation crucial to ensure transparency, replicability, and responsible research in the field. Transparent disclosure of AI usage enhances research and researcher credibility, instilling trust among peers, the public, and stakeholders.
   Authors who have used AI tools in the preparation and/or writing of their submission are required to indicate the extent of this in a disclosure statement, as per template below:
   I/We acknowledge the use of [AI system used] in the writing of this paper. The AI prompts used were […………………]. The output from these prompts were used to write the following sections: […………………].

Article Types

We invite contributions to the following regular strands in the journal. In the first instance, and preferably at the planning stage, contributors are encouraged to contact the Editor (languageteaching@cambridge.org) to discuss their proposed paper and the article type for which it is intended.

Review of Recent Scholarship (RRS)

LT’s critical review articles are a long-established and highly-regarded feature of the journal; they are commissioned and subject to peer review. 

DESCRIPTION AND SCOPE

RRS are comprehensive critiques of recent key research and thought  in one particular field within the scope of the journal, including an indication of future research needs and questions arising from the review. They might also include some discussion of research methods and recent trends, debates or controversies in researching the particular area. 

• The period for review would normally span no more than 10 years previous to the submission date.
• Care should be taken to avoid making the text read merely as a list of abstracts. Rather, we ask authors to make full use of the opportunity for synthesis that the RRS offer to point out contradictions and omissions – as well as agreement – in the research they review and not hold back from providing a more critical view of what has been done, in what way, and, crucially, the way the data have been obtained.  
• Our readership turns to these papers not only as they provide an up-to-date and detailed overview of what is happening, but also to be informed of where outcomes and/or conclusions have not been as useful as might have been expected and where improvements, new research agendas, better research methodologies and so on might help (or have helped) move the field forward. Thus, such criticism should not be confined only to the ‘Future directions/research’ section of the paper. 
• Finally, authors should pay attention to the way the local/national context of the research reported on has been understood and interpreted wherever appropriate or significant. Research does not exist in a vacuum, and it is often tempting to report only on outcomes and perhaps underestimate the extent to which local/national policy and education systems, research agendas or even financing may impact what is going on.

INITIAL CONTACT AND PROPOSAL

A short proposal document delivered to the Editor provides the starting point, indicating to the reviewers how the author proposes to deal critically with the research. The proposal should contain at least the following elements: rationale for the work, why it is needed and the perceived purview, suggested sections and sub-sections, a representative selection of the works to be cited, and a CV of the authors.

MANUSCRIPT REQUIREMENTS

Bibliography. The final product should feature a selective bibliography of around 40-50 works, and should interest both informed specialists and those looking for an up-to-date introduction to the field under review. The proposal bibliography, however, should be enough of a representative selection of this final bibliography to enable referees to appreciate the promise of a review that takes in the obvious works and adds a variety of international works to be reviewed, as our audience is a wide one. The editor can provide samples of these proposals for interested authors.

Word length. Around 10,000 words in length, including references. Please inform the Editor prior to the final draft if you feel that you are likely to exceed that limit significantly. Very occasionally, if there is sufficient material to warrant double the normal length, an article may span two issues of the journal as Parts 1 and 2.

Timeline for submission. The final draft article is required about 12 months ahead of publication to allow for the peer review process.

A Language in Focus

This is a series surveying recent research on the teaching and learning of a particular L2; articles in the series are commissioned and subject to peer review.

DESCRIPTION AND SCOPE

‘A Language in Focus’ articles are comprehensive critical surveys of recent research on the teaching and learning of a particular language (L2), including an indication of future research needs.

• The guiding principle is to give our international readership a good idea of what is happening in the recent field of a particular L2 in terms of SLA and language teaching research. 
• Our idea is, in this way, to bring to the attention of our wide L2 readership research work that needs to reach a larger audience, aware as we are that perhaps too much of what is published and viewed these days is based on exclusively L2 English applications and there is very often an implied assumption in many papers that one-size-fits-all in methodological terms for all languages, when this is clearly not the case. 
• We also feel that the journal needs to serve practitioner more completely by providing periodic information about, and keeping in touch with, what people are doing in terms of research on languages other than their own.
• In general, the article is a comprehensive review of recent and current research or development in the L2. It might also include some discussion of research methods and approaches relevant to the area in focus (e.g. recent trends, debates or controversies in researching the particular area).
• The article should be written in a style that is accessible to a broad readership and should interest both informed specialists and those looking for an up-to-date introduction to the field under review.
• Care should be taken to avoid making the text read merely as a list of abstracts. Rather, we ask authors to make full use of the opportunity for synthesis that these articles offer to point out contradictions and omissions – as well as agreement – in the research they review and not hold back from providing a more critical view of what has been done, in what way, and, crucially, the way the data have been obtained.

INITIAL CONTACT AND PROPOSAL 

See above (RRS Article).

MANUSCRIPT REQUIREMENTS

Bibliography. See above (RRS Article).

Word length. Around 10,000 words in length, including references. Please inform the Editor prior to the final draft if you feel that you are likely to exceed that limit significantly.

Timeline for submission. See above (RRS Article). 

A Country in Focus

This is a series principally surveying recent research on second language teaching and learning in a particular country; articles in the series are commissioned and subject to peer review.

DESCRIPTION AND SCOPE

‘A Country in Focus’ Articles are comprehensive critical surveys of recent research on second language teaching and learning which has been published in a particular country. 

• Preference should be given to significant work which is representative of research on the teaching and learning of L2s in the target country and which is not published internationally, but rather has appeared in local, national publications, conference publications and books – but which are accessible to an outside reader in some form or other. We aim, in this way, to make local, country-specific, research on language learning and teaching available to a wider international readership.
• The guiding principle is to give our international readership a good idea of what is happening ‘locally’ in a particular country and this is why preference is given to ‘national’ publications. However, one can no longer refer to notions of local only in the geographical sense. In a purely geographical sense, ‘local’ might refer to the place of publication where ‘local’ is research that is published or presented in national and not in international journals, and especially to research published in languages other than English to other languages of wider communication – such as Spanish, French or German. The distinction between ‘international’ and ‘local’ might also refer to the quality, scope and relevance of the research to issues and topics which are under discussion internationally. From this point of view many countries have ‘global’ scholars who occasionally publish in local outlets and many ‘local’ researchers who succeed in having their work published in international journals. What then is important perhaps is not so much the place of the publication but the fact that the researchers often write for an international audience when dealing with local data and issues. Banning this work from consideration because it is not ‘local’ in some puristic sense would produce a highly distorted view of research in the review. In such situations, authors may emphasise locally focused research carried out by international scholars and, at the same time, place the main accent on the research work carried out by local researchers that is not widely accessible.

INITIAL CONTACT AND PROPOSAL

See above (RRS Article).

MANUSCRIPT REQUIREMENTS

Bibliography. See above (RRS Article).

Word length. Around 10,000 words in length, including references. Please inform the Editor prior to the final draft if you feel that you are likely to exceed that limit significantly.

Timeline for submission. See above (RRS Article). 

Plenary Speeches

LT publishes suitably adapted keynote addresses and plenary speeches delivered at language teaching events and SLA conferences and lecture series around the world, giving readers an insight into current thinking and research work worldwide.

Preference is given to those keynotes and plenary speeches which report on recent, groundbreaking research.

DESCRIPTION AND SCOPE

This strand in the journal began in 2007 and has since included over 100 contributions from both international conferences and lecture series from around the world, including the AAAL, CAAL, BAAL, and ALANZ conferences and various university lecture series.

• Many of these speeches are of fundamental interest to a wider community than those present at such events and those that read the proceedings if these are published. However, as it stands, relatively few of our international readership will hear about them unless they are published in some other form. 
• In a research survey journal such as ours, it is also an opportunity for speakers promptly to inform a large international readership of what work they are currently undertaking and how this may feed into the wider picture.
• In many cases, this might also imply the speech in question has a certain ‘shelf-life’, and we aim to publish the online version within 3 months of acceptance.

INITIAL CONTACT AND PROPOSAL

In the first instance, speakers and conference sponsors are invited to submit an extended abstract of the intended speech to the Editor so that the Board of the journal may decide whether it is within the current purview of LT and thereby agree to a submission for full peer review.

MANUSCRIPT REQUIREMENTS

Style. Please also remember that these speeches are not intended to be academic research papers in terms of content or presentation: Whilst we expect a correctly referenced, coherently argued paper and original in its main thrust, we might also expect them at times to be provocative and spontaneous. 
Authors are specifically told that they can ‘adapt’ what was said on the day but should not attempt to write an academic paper reworked from that original speech. As a consequence of this stipulation, authors will not be able to make large revisions to the submitted speech which then may involve them in producing a speech which is substantially different from that original address.

Word length. Maximum 8,500 words including references and tables/figures.

Surveys of Ph.D./Ed.D. Theses

LT publishes country-by-country overviews of recent doctoral theses on mainstream topics. 

DESCRIPTION AND SCOPE

Authors are asked to present a critical review of selected PhD and/or EdD theses within very defined areas which they think best transmit the main thrust of work in SLA and AL currently being carried out in the major institutions in the target country during the period chosen.

• It is important that specific institutions are not favoured over others in your selections. 
• Authors should be as fair as possible both in the criteria for selection, the institutions selected, and in the selection itself.
• Bear in mind that you are describing the production of your country of choice and this will be read by an international readership. 
• Referees from the target country will be asked to review the draft paper. The basis for the selection will be explained in the introduction to the paper.

In order to help size the paper down to a manageable database the following suggestion is made to all authors:

(1.) Select the most important current themes in the scholarship of the country for the specific period chosen, then; 
(2.) within these topics, select the best doctoral scholarship that would have the greatest potential for improving language learning and teaching. 

Across the topics, this might come to a total of 15–25 most significant dissertations (doctoral theses), possibly more as needed.

MANUSCRIPT REQUIREMENTS

Word length. Minimum of 12,000 words and maximum of 15,000 words, including references.

Authorship. A number of approaches have been taken so far in this series in regards to authorship: multiple authors may be needed, as reading a large number of PhD/EdD theses will be no mean feat, and will require a range of expertise. Others have recruited recent doctoral and masters graduates to author (individually or possibly in teams) some of these summaries. The initial search might perhaps be done by the main author/s. Subsequently, and depending on what is found, he or she could ‘delegate’ specific theses to co-authors, who would also be able to recommend whether they are significant and representative enough to be included or not.

Format. The format of the piece should be akin to the narratives in literature review chapters in theses, in that most of the space in such a chapter is devoted to narrative summaries of key studies, but such narratives are typically longer and more critical than what appears in a dissertation abstract. Some authors in the series have also gone on to send the critical summary to the thesis authors themselves for them to agree to the basic content expressed. The theses surveyed must also each have clear indications in the references about where they can be accessed by the outside reader.

Research Timelines

Research Timelines are graphic presentations of key thought and research in the history of a particular area in SLA together with their representative bibliographical references. The design helps the reader obtain an overview of the most significant bibliography in the area and spot the emerging tendencies, as well as monitor the historical development of research.

DESCRIPTION AND SCOPE

Research Timelines continue the critical research survey ethos of Language Teaching. 

• Our RRS articles (see above) are, by their nature, longer texts, designed to reward a close reading and written to address recent research critically and selectively and include the discussion of trends, debates or controversies in researching the particular area. 
• LT provides an additional service to readers with different needs and objectives through the Research Timelines, which present a more global, historical view of a particular aspect within the field and help readers understand and follow these key developments in a more reader-friendly, ‘time-oriented’ way.

MANUSCRIPT REQUIREMENTS

Content. It is suggested a maximum of around 40–50 key works be included in a timeline and each must be followed by its respective entry in the references column. 

The final outcome, however, is with the author to decide as the expert whether such recommendations have had the historical importance and ‘reverberation’ (and citations is one of the most important criteria for this, of course) to be included in such a summary. The key to inclusion is how far the timeline author is convinced of, and can justify, the historical relevance of a piece of work to be cited.

Word length. Maximum 8,000-9,000 words including the short introduction and key.

Style. Research Timelines are not a mere collection of unrelated bibliographical references accompanied by summaries of each paper. 

• The text entry/annotation itself should indicate clearly why the work is significant and, in as many cases as appropriate, indicate how it fits in with the flow of work that has gone before and after it. 
• The finished product should help a reader understand the context of ideas and their development – and by extension, a sense of the ratio of transitory to long-term ideas and meaningfulness. 
• In this sense, the text will be well-signposted throughout in relation to the historical importance of each work and how later or previous work fits in with it – in other words we are looking for clear signposts in the annotations of how work progressed and evolved from what went on previously in practical and theoretical terms. 
• The reader should – wherever appropriate – perceive development and continuity between the events and work highlighted.

Introduction. The timeline should be prefaced by a short introduction which should include the criteria for selection of the work and the delimitation of the area chosen; obviously here we run the risk in this timeline – as is the case in our other reviews – of opening the debate as to exactly who are the main ‘players’ who have contributed to significant shifts and movements in a particular domain in the field. But as with all our reviews you will need to stick your neck out here and justify your selection. That is why the kind of introduction suggested is going to be useful, not as a defence but rather as a rationale. 

Thinking Allowed:

Research Agenda and Research into Practice

The ‘Thinking Allowed’ series provides a space for contributors to argue for a future research agenda in a specific area together with associated tasks or to describe the current applications of research in the language teaching classroom.

Like much of our current content, this strand echoes the historical uniqueness of this journal in terms of its rich and expert critical overview of recent research in the field of SLA and L2 teaching and learning. However, this strand takes such research as its starting point and attempts to look forward, using these findings both to debate their application in the language learning classroom and also to suggest where research is best directed in the future.

RESEARCH AGENDA

In the Research Agenda, a recognised authority in the particular area sets a research agenda for the next ten to fifteen years or so. 

• LT has traditionally, in its SoA reviews, limited its purview to what has been done and by whom. However, many of our readers are students directed to the publication by university faculty not only for them to find out what has been done but also to work out where their projected research might fit in with a current or future agenda and, thereby, be more attractive as a contribution and, indeed, a publishable paper for journals in our field.
• Many also wish to find a niche for themselves and read the journal to trigger interest in some as yet perhaps unconsidered research area. All the contributors to this section are also asked specifically to highlight key studies which merit or require suitable replication and explain why (i.e., the need for more data or from different variables to determine better validity, reliability and generalisability of the original study). Language Teaching has been associated for some years with the promotion of such research work (see below), and this is a good opportunity to underline its importance to the field with some practical suggestions.

RESEARCH INTO PRACTICE

Research into Practice papers will attempt to answer a need for a critical review of research which informs the readership about what exactly is managing to get through or is succeeding in being taken up, or at least tested successfully or otherwise, in the second/foreign language teaching and learning classroom.

• Unlike our other surveys, however, this section firstly has a much narrower remit in terms of the geographical context covered (each author will doubtless want to cover only those areas with which he or she is most familiar in terms of classroom practice) as well as a delimited area of the subject (e.g., ‘Revision’ rather than ‘L2 writing’).
• It will also present an evidence-based view of what is going on.
• There is, in theory, some overlap between the two sub-strands mentioned above. For example, a conclusion of a Research into Practice piece might well end up suggesting what research needs to be done in order to feed into teaching needs, perhaps. Nevertheless, the aim is to produce two different angles, and the Research into Practice paper is one that should be firmly grounded in evidence as to what has or has not got through to the teaching end together with speculation as to why it has or has not succeeded.

MANUSCRIPT REQUIREMENTS

Word length. Both papers are envisaged to be approximately 8,000 words in length.

Studies

LT publishes articles reporting research and the application of research in the field of second and foreign language teaching, broadly defined, including the teaching of languages other than English.

MANUSCRIPT REQUIREMENTS

Word length. Articles usually have a limit of 8,000 words - excluding references and tables. Appendices are usually placed online. Longer manuscripts can occasionally be considered where appropriate. 

Replication Research Studies

This section is dedicated to academic studies which use a replication approach: we invite submissions of previously unpublished articles based on close, approximate or constructive replication of a previous study or studies of an aspect of SLA and L2 education.

DESCRIPTION AND SCOPE

In keeping with the survey characteristics of Language Teaching, we also encourage submissions of meta-analyses which attempt to combine or synthesise a series of comparable research replications.

Papers can be based on a broad range of topics, including:

• language teaching
• teacher training
• curriculum design and materials development
• language learning
• language testing
• teacher education
• neurolinguistics
• bilingualism/bilingual education
• sociolinguistics
• psycholinguistics
• pragmatics.

DEFINITIONS

Close replication is the repetition of a previous methodologically sound study wherein one key variable has been changed from the original procedures and conditions to confirm or otherwise the original findings. 

Approximate (or systematic) replication involves the duplication of the methods of the original study as closely as possible but altering some variables (e.g. with a different subject group, age group, sex, etc.). 

Constructive (or conceptual) replication means beginning with a similar problem statement as the original study but creating a new means or design to verify the original findings. Authors should make it clear in their texts which kind of replication has been used, why and how. 

Similarly, we also encourage other submissions which suggest previous studies that merit replication, illustrating how this might best be carried out and the results analysed and discussed with a view to making a significant contribution to the current literature.

MANUSCRIPT REQUIREMENTS

Word length. Maximum 10,000 words, including references.

Sections.

• The Introduction/Problem Statement section provides a satisfactory overview of the current situation in the field with respect to the object of study and explains the need for, and objectives of, the replication undertaken.
• The Methods and Analysis sections describe exactly what modifications were made with respect to the original study (or studies) and how they were carried out. The Methods and Analysis sections include enough detail to permit further replication.
• Results and Discussion/Conclusion sections comment sufficiently on key comparisons with the original study and/or previous replications. Suggestions are made for further research based on the findings.

Further requirements for acceptance and publication in LT. Among the principal factors reviewers consider when recommending a paper for publication are the following:

• The original replicated study is a significant contribution to the field, and so needful of replication, in terms of its content and/or its impact on the field, and has been published in a refereed-journal within the field.
• The study replicates a previous study or studies in a sound and thorough manner which helps throw more light on the validity, reliability, and/or credibility of previous results and helps the field to generalise from them. In this way, the paper can be said to make a significant contribution to the field.
• The paper is presented in a way which makes it accessible to the broad readership of the journal and not only to specialists in the area covered.
• The paper has clear implications for people working in a wide variety of different L2 learning and teaching contexts. 
• To facilitate the interpretation of the data and the future compilation of meta-analyses, reports on research using quantitative and/or statistical methods include an adequate and appropriate measure of effect size and alpha levels illustrating the main relationships highlighted in the research.

Research in Progress Reports

Papers in this series are written to interest and inform the international readership of Language Teaching and typically focus on ongoing or recently-completed research projects, or relevant activities of research groups.

DESCRIPTION AND SCOPE

‘Research in Progress’ Reports may include accounts of a single project/even or a collection of projects/events at a single institution or within a single organisation. They may include descriptions of research underway in various university departments by both students and faculty. 

Reports on symposia or round table discussion, and conference poster sessions may also be submitted to this section.

MANUSCRIPT REQUIREMENTS

Word length. Maximum 2,500 words, including references, although sometimes, of course, a research project or the activities of a research group can be described effectively in some 800–1,000 words. 

Peer review. Research Reports are not refereed but there usually are editorial queries and comments to be consulted with authors before the final version of a report is produced.

Pedagogical Implications

Practising L2 teachers are encouraged to contribute to this section in LT, which sees authors writing a short, critical (for and/or against) piece based on one of our recent papers in the journal. 

DESCRIPTION AND SCOPE

Authors should focus the paper on what their teaching experience has informed them with regard to the original article's findings, suggestions and/or recommendations. In their critical assessment of the original article, they should clearly indicate -through pertinent reference to the target article throughout-  whether the claims made reflect their own practice and experience.

Preparation of the manuscript

The initial submission must be reader-friendly (double-spaced, Times 12-point font, numbered pages, sections, and subsections), but the initial manuscript need not yet be fully formatted in Language Teaching style, which is now closely based on the APA style.

Elements required

Please take careful note of the requirements of each article type, and consult recent LT papers of that strand for examples.
With some exceptions as detailed below, submissions should include: 

• An abstract of 100–200 words. Abstracts for ‘A Language in Focus’ papers should be provided in the L2 concerned as well as in English;
• An author’s biographical note of up to 100 words, including the author’s current academic position and full postal address, and describing their research interests and publications;
• An author ORCID iD.
• An author contribution statement (see 'Authorship and Contributorship' section below).

• Plenary Speech papers should include a footnote indicating the event at which the material of the paper was originally presented.
• Research Timeline and Thinking Allowed papers require an author note but not an abstract.
• Research in Progress papers require neither. Symposium or Colloquium Reports should state the name, location and date of the event being reported as a subtitle.

Linguistic examples and other text in languages other than English

• Students find it easy to use this and that appropriately
• Compare Fr. nuit 'night', which corresponds to Sp. noche and It. notte, then Sp. leche 'milk and It. latte correspond to Fr. lait
• Finally, accomplishment terms are ‘telic’ in that they have an endpoint and they also have inherent duration (e.g. faire un dessin ‘draw a picture’).

Formatting of the manuscript

Please note that while this formatting is not required at the initial submission stage, authors are asked to prepare their manuscripts carefully in line with these requirements upon acceptance and prior to final submission.

• Sections and subsections should be manually numbered, normally up to three levels in articles (e.g., 1, 1.1, 1.1.1); they should be titled in sentence-style capitalisation; section-heading line should be in bold and any subsection-heading lines should be roman.
• Emphasis marking, including technical terms at first mention, should be indicated with SMALL CAPITALS.
• Notes should be avoided as much as possible. If present, they should be formatted as endnotes, though they will appear as footnotes in the printed text. Automatic endnote numbering/formatting is permitted.
• URLs must be supplied accurately and lead to active websites or web pages. All the links should be checked at proof stage and any amendments should be included in the list of proof corrections. Where possible, use DOIs or other persistent URLs.
• Acknowledgements should be expressed in a paragraph just before References, in a short section headed ‘Acknowledgements’. If present, appendices should be located between the main text and the acknowledgements.
• Tables and figures should be numbered in separate respective sequences, and each table and each figure should have a caption. Tables and figures should be formatted consistently for style (appearance). Tables should include horizontal lines only, unless vertical lines are strictly necessary for clarity. Each figure should be supplied in a separate Word file and a corresponding PDF file, without any captions or other annotations; the identity of the figure should be clear from the file’s name, e.g. Jones-Fig1.doc, Jones-Fig1.pdf, Jones-Fig2.doc, Jones-Fig2.pdf, etc. Figures should be of high quality, with resolution at least 400 dpi.

Reference formatting

Language Teaching style is now based closely upon the APA referencing style. Initial submission may be made in any reader-friendly style, but authors are asked to follow APA style in preparing a final manuscript.
Note that due to the change in LT referencing over time, articles already published in the journal may not always be a reliable guide for current formatting requirements.

Titles in languages other than English should generally not be translated, particularly in survey articles where there may be many such cases. Rather, the following note should be inserted at the beginning of the References:

‘Given space limitations, titles are given in the original language(s) only. Readers interested in their English translations should contact the author.’

However, where non-English titles appear in the references sporadically, an English translation should be set in square brackets immediately following the title. Non-English journal titles are not to be translated.

Last updated: 07 March 2024