Submission Preparation ChecklistAs part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.
- The submission has not been previously published, nor is it before another journal for consideration (or an explanation has been provided in Comments to the Editor).
- The submission file is in Microsoft Word document file format.
- Where available, DOIs or URLs for the references have been provided.
- The text is in APA (7th edition) format (i.e., double-spaced; uses a 12-point font; employs italics, rather than underlining [except with URL addresses]), and all illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end.
- The text adheres to the stylistic and bibliographic requirements outlined in the Author Guidelines, which is found in About the Journal.
- The instructions in Ensuring a Blind Review have been followed.
Empirical Research or Literature Reviews
Empirical research or literature reviews (up to 15–25 double-spaced pages, including references and appendices): Research-based articles should be driven by pedagogical problems and research questions that address those problems. We encourage the submission of classroom-based and reflective teaching research. These articles should show evidence of rigorous scholarship, make an original contribution to the field of ESOL education, contain ample references, and provide readers with insights that they can generalize to their own educational settings.
Pedagogical Practices, Programs, Policy, and Perspectives
Pedagogical practices, programs, policy, and perspectives (up to 15–20 double-spaced pages, including references and appendices): Based on current or emergent trends in the field of TESOL, these articles present well-argued viewpoints regarding theory, research, pedagogy, and/or educational policy; analyses of approaches for specific student populations; curricular changes; pilot studies, or other discussions that are of interest to our readership. These articles should go beyond restating others’ ideas to presenting original interpretations, reinterpretations, insights, or applications.
Teaching techniques (approximately 500–2,000 words): These brief articles should highlight one example of an original practice the author has used successfully. Topics can range from warm-up activities to long-term projects and can deal with any area of language teaching; there are few restrictions on the type of English teaching techniques that might be acceptable. Techniques involving technology are also appropriate. However, the technique should be applicable in a wide variety of contexts. Authors should provide a brief description of the context in which the technique has been used (possibly including location, description of the learners or the course, reasons for implementing the technique) in order to provide basic background information and a point of reference for readers. While authors can report on their own use of the technique, the purpose of the article should be to provide guidance and direction so that other teachers can implement the technique in their own classrooms. Techniques can target a specific group of learners (of a certain age, skill level, etc., or with specific needs or purposes for studying English). But a technique that has been used with, for example, young learners in the author’s school should be transferable to young-learner classrooms in other places around the world. In some cases, the author might break down the technique itself into separate steps presented within the article.
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