The Intersection of Linguistics, Language & Culture (ILLC) Journal is the first international journal of undergraduate research in Linguistics and Speech-Language-Hearing-Communication Sciences.
The objective of the journal is to showcase research by undergraduate students in all areas of linguistics and speech-language-hearing-communication sciences. The journal especially prioritizes STEM-based investigations of under-studied languages and cultures, research conducted by members of under-represented ethnic, cultural and linguistic groups, and innovative methodologies designed for varying populations and socio-cultural contexts. The journal provides a needed forum for emerging undergraduate researchers in the US and abroad. Our goal is to empower a new generation of diverse researchers in the fields of linguistics and speech-language-hearing-communication sciences by having them contribute rigorous, high-quality research at an early stage in their academic journey, preparing them for future success in their graduate careers.
Focus and Scope
The ILLC Journal welcomes reviews, theoretical and empirical research, and description/reports on new methodological approaches. Manuscripts may fall into one of three categories:
- original theoretical or empirical research — theoretical research involves the abstract modeling of speech, language, and/or hearing systems; empirical research relies on systematic observations addressing a clearly stated research question(s).
- novel research strategy or methodology — an innovative paradigm, procedure, or method to collect and or analyze data.
- literature review and critical evaluation of an important research question — this involves the formulation of a new perspective on a neglected (but theoretically and/or empirically significant) and/or unresolved and/or controversial issue combined with references to a substantial number of sources.
Peer Review Process
Once uploaded to the ILLC Journal submission form, submitted manuscripts will go through a two-stage review process.
The first stage involves a determination by the Chief Editors as to whether the manuscript meets the inclusion criteria of the journal, which specializes in STEM-driven investigations of speech, language, hearing, and communication. Submissions will be either: forwarded to reviewers for the second stage, returned for revisions and resubmission, or rejected.
The second stage involves a double-blind evaluation of the manuscript by two reviewers: one established expert reviewer and one emerging expert reviewer—a doctoral student. The author(s) will receive the outcome of the evaluation of their manuscript and will have the opportunity to receive guidance/mentorship for their revisions and final submissions from a doctoral student mediator.
We expect the process of evaluation and the guided revisions to be completed within 100 days.
Open Access and Digital Distribution
The ILLC journal provides digital open access to full articles in order to enable the global sharing of knowledge.
Who can submit?
Submissions are welcome from emerging researchers, in the US and abroad. ‘Emerging researchers’ refer to undergraduate students, former undergraduate students no longer enrolled in a Higher Education program or students who have entered graduate school but have not yet completed their graduate program. The research described in the manuscript must have been conducted while the author was an undergraduate student. The emerging researcher must be the lead author, although co-authors can be peers, more advanced students, or faculty members. A faculty mentor must endorse the submission.
Why submit to ILLC Journal rather than a professional journal?
The turn-around time between submission and possible publication is faster than most professional journals. Pilot studies that include more limited data sample and/or population sample are welcome. The authors retain the copyright of their article.
The ILLC Journal is funded by grant #: 2041294 from NSF SMA/SBE and the American Rescue Plan Act of 2021 (Public Law 117-2) awarded to Isabelle Barrière, PhD Communication Sciences and Disorders, Molloy College and Jonathan Nissenbaum, PhD Linguistics Program, Department of English, CUNY Brooklyn College and the Office of Communication Sciences and Disorders’ Health Equity and Outcomes Research Core, School of Health and Rehabilitation Sciences, University of Pittsburgh directed by Nancy Gauvin, CCC-SLP, EdD.