Bellaterra Journal of Teaching & Learning Language & Literature

997 citations
289 papers · indexed · active since 1950

Bellaterra Journal of Teaching & Learning Language & Literature

238 papers receiving 914 citations

Peers

Bellaterra Journal of Teaching & Learning Language & Literature
Comparison fields: 5 of 59
  • Literature and Literary Theory 445
  • Language and Linguistics 403
  • Education 396
  • Linguistics and Language 189
  • Developmental and Educational Psychology 154
Replace Journal of Applied Linguistics and Professional Practice with:
Journal of Applied Linguistics and Professional Practice United Kingdom
Íkala Revista de Lenguaje y Cultura Colombia
Literatura y lingüística Chile
International Journal of Multicultural Education United States
Diaspora Indigenous and Minority Education United States
Journal of Intercultural Communication Research United States
Journal of Asian Pacific Communication United States
English Teaching Practice & Critique United States
Journal of International and Intercultural Communication United States
The New Educator United States
Bellaterra Journal of Teaching & Learning Language & Literature relative to Journal of Applied Linguistics and Professional Practice United Kingdom Journal of Applied Linguistics and Professional Practice's profile →
Citations per field
00.5×1.5×
Journal of Applied Linguistics and Professional Practice · 1×
Citations per year

Countries where authors publish in Bellaterra Journal of Teaching & Learning Language & Literature

Since Specialization
Citations

This map shows the geographic impact of research published in Bellaterra Journal of Teaching & Learning Language & Literature. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by papers published in Bellaterra Journal of Teaching & Learning Language & Literature with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Bellaterra Journal of Teaching & Learning Language & Literature more than expected).

Fields of papers published in Bellaterra Journal of Teaching & Learning Language & Literature

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers published in Bellaterra Journal of Teaching & Learning Language & Literature. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers published in Bellaterra Journal of Teaching & Learning Language & Literature.

About Bellaterra Journal of Teaching & Learning Language & Literature

The 289 papers published in Bellaterra Journal of Teaching & Learning Language & Literature in the last decades have received a total of 997 indexed citations . Papers published in Bellaterra Journal of Teaching & Learning Language & Literature usually cover Language and Linguistics (138 papers), Linguistics and Language (57 papers) and Literature and Literary Theory (113 papers) specifically the topics of EFL/ESL Teaching and Learning (98 papers), Second Language Learning and Teaching (80 papers) and Literacy and Educational Practices (70 papers). The most active scholars publishing in Bellaterra Journal of Teaching & Learning Language & Literature are Marı́a Luisa Pérez Cañado, Paul Seedhouse, Francesca Helm, Steven L. Thorne, Piotr Romanowski, David Block, Luci Nussbaum, Ruba Fahmi Bataineh, Jessica Bradley and Sayyed Mohammad Alavi.

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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