《語言、文化與課程》是一份聲譽卓著的期刊，旨在增進對其標題的三個維度之間關系的理解。它歡迎在雙語和多語言教育以及第一、第二或其他語言學習的背景下處理各種各樣的語言(母語、全球英語、外國、少數(shù)民族、移民、遺產或瀕危語言)。它側重于研究文化內容、文化素養(yǎng)或跨文化和跨國研究，通常與課程開發(fā)、組織或實施有關。該雜志還包括對語言教學、教師培訓、教學方法和語言教育政策的研究。它是開放的，以調查語言態(tài)度，信仰和身份，以及對處理語言學習過程和課堂內外的語言實踐的貢獻。語言、文化和課程鼓勵來自各種學科方法的提交。自1988年創(chuàng)刊以來，該雜志一直試圖涵蓋廣泛的主題，并傳播了來自各大洲作者的文章。

Language, Culture and Curriculum is a well-established journal that seeks to enhance the understanding of the relations between the three dimensions of its title. It welcomes work dealing with a wide range of languages (mother tongues, global English, foreign, minority, immigrant, heritage, or endangered languages) in the context of bilingual and multilingual education and first, second or additional language learning. It focuses on research into cultural content, literacy or intercultural and transnational studies, usually related to curriculum development, organisation or implementation. The journal also includes studies of language instruction, teacher training, teaching methods and language-in-education policy. It is open to investigations of language attitudes, beliefs and identities as well as to contributions dealing with language learning processes and language practices inside and outside of the classroom. Language, Culture and Curriculum encourages submissions from a variety of disciplinary approaches. Since its inception in 1988 the journal has tried to cover a wide range of topics and it has disseminated articles from authors from all continents.