Copyright © 2013 TESOL International Association
Edited By: Margo DelliCarpini
Online ISSN: 1949-3533
Associated Title(s): TESOL Quarterly
Submission Guidelines for TESOL Journal
TESOL Journal (TJ), a refereed, practitioner-oriented electronic journal based on current theory and research in the field of TESOL, invites you to submit previously unpublished articles on English as a second language, foreign language, or additional language that address research and classroom practices based on sound theorizing and grounded in thoughtful practices. TJ encourages manuscript submissions that deal with learners of all ages and proficiency levels from language teachers, administrators, teacher educators, and researchers who work in a variety of language and teaching contexts. They include but are not limited to ESL and EFL for pre-K–12, 2- and 4-year institutions of higher education, and adult education settings.
TJ is a forum for second and foreign language educators at all levels to engage in the ways that research and theorizing can inform, shape, and ground teaching practices and perspectives. Submissions should enable an active and vibrant professional dialogue about research- and theory-based practices as well as practice-oriented theorizing and research. TJ requests submissions written in accessible and academic prose that makes the article content accessible to practitioners. In addition, new authors who have ideas for columns that need development are encouraged to contact the editor at email@example.com.
TJ is published quarterly for TESOL members. Below are the guidelines for submission.
Please note that the initial review process can take from 2 to 6 months from the time of submission. If a manuscript must be revised, the second review may take an additional 2 to 4 months from the time of resubmission.
1.TJ does not accept paper submissions. To submit a manuscript, please go to the ScholarOne Manuscript Submission System. First-time users will be asked to register. Even if you previously accessed Editorial Manager, TJ’s old submission system, you will need to register for a new account with ScholarOne. To submit a revision of a paper originally submitted in the old system, please submit it as a new manuscript submission in ScholarOne. The submission form will allow you to indicate that the manuscript was previously submitted. If a paper has more than one author, the person submitting the manuscript will have to identify the corresponding author and add the other authors using the “Add Author” function. If you have questions about the submission process, please contact Meaghan McDonnell, Managing Editor.
2. The submission must be original and not a revision or restatement of extant research in the field.
3. The submission must not have been previously published or be under consideration for publication elsewhere.
4. The submission must include an abstract summarizing the manuscript, with a maximum of 200 words. (Book & Materials Reviews excepted.)
5. The submission should conform to the style guidelines in The Publication Manual of the American Psychological Association (6th edition). For information, see the APA Web site. Per APA 6th edition, please note that DOIs are required in references and can be obtained at http://www.crossref.org/guestquery/.
6. Authors may use British or American spelling, but they must be consistent.
7. Submit manuscripts electronically to the ScholarOne Manuscript Submission System. Submissions should be in Microsoft Word or compatible program. Please submit figures, graphs, and other graphic elements in situ in a standard graphic format (e.g., JPEG) or Excel. Tables should be created in Microsoft Word or compatible program.
8. All quoted material must be cited in text and in a reference list. The TJ Editorial Advisory Board will determine a clear policy and definition of plagiarism, and its decision will be final.
9. Research using human participants must follow TESOL’s Informed Consent Policy.
All TJ authors may obtain a free final PDF offprint of their article--once the article has published online--by registering for Author Services when their article first enters the production process. Please see http://authorservices.wiley.com/bauthor/ for more information and to register for Author Services.
TJ welcomes submissions in the following categories. All word counts include references, tables, and so forth.
Feature articles should contain an abstract of 150–200 words. Manuscripts undergo blind review and therefore should have no reference to your identity. Please include a separate cover sheet containing your name, affiliation, contact information. Due to the electronic nature of the journal, authors are encouraged to include hyperlinks, graphics; photographs, video streaming, and other technology formats (See the TJ Policy for Publishing Photographs, Sound, and Video). (Editor: Margo DelliCarpini, firstname.lastname@example.org)
21st-Century Language Skills
Submissions should focus on the ways in which English language learners around the world must master language functions that will prepare them for success in a global society whose technology is changing and developing on an almost daily basis. Submissions should discuss these new language demands and how teachers are addressing these demands in their teaching. In addition, submissions may discuss innovative and effective ways that emerging technologies (Facebook, Wikis, blogs, Skype, etc.) have been incorporated into English language instruction. (Section Editor: James Perren, email@example.com)
Teaching English as an International Language (TEIL)
English, a lingua franca of global proportions, is taught in a vast variety of settings all over the world. As an international language, English supposedly transcends the socio-cultural confines, but in reality teaching English is shaped by a host of contextual variables. This section seeks full-length articles that present a situational analysis along with curricular novelties or innovations in TEIL. An emic view on themes in TEIL, such as communicative competence, glocalization of English, communities of practice, and language assessment are of particular interest. (Section Editor: Shahid Abrar-ul-Hassan, firstname.lastname@example.org)
This category offers a forum for ESL/EFL students to share perspectives on their own learning, issues, challenges, successes, and stories that will provide valuable information to practitioners in terms of developing multiple perspectives on language instruction. Submissions should address the range of issues that students learning English as a second, foreign, or additional language experience. The editor welcomes essays that need development and will assign the author to a mentor for the purposes of developing the idea into a publishable manuscript. (Editor: Margo DelliCarpini, email@example.com)
Communities of Participation in TESOL
TESOL is a community spanning the globe. As a community we regularly engage in relationships and interactions that help us to better understand our chosen profession. The source of the strength of the TESOL community is found in the many diverse local and international communities that link through a convergence of cooperative inquiry. These are communities in which all members should be able to participate equally. However, this is not always the case. Participation can be multifaceted involving many roles, for example, teacher, student, parent, administrator, author, peer reviewer, worker, and mentor.
Submissions to Communities of Participation cover a very broad spectrum and can include manuscripts examining: teacher collaboration, communities of practice/praxis centering on the classroom, technology and professional participation, professional development and publication communities, support systems necessary for professional participation, and career and workplace issues in TESOL.
Authors should direct their analysis to do one of the following: 1) document successes, challenges, and promising practices that have emerged; 2) point to possible solutions to the issue being addressed in the manuscript; or 3) outline lessons learned through the experiences described that other teachers may find enlightening. Specific questions should be directed to the section editor. (Section Editor: Tim Stewart, firstname.lastname@example.org)
Language Teacher Research
The Language Teacher Research section, edited by Thomas S.C. Farrell, includes inquiries that are systematic and intentional and features accounts of teachers at all levels researching their own practice (not other teachers’ practice) in their own context. This section is a continuation of TESOL’s original Language Teacher Research (LTR) Series. This Language Teacher Research section aims to continue to provide a structured forum so that the research accounts are readable and accessible to all language teachers by providing the following template that all contributors to this section must follow:
Research issue: The statement of the issue includes a brief description of the context and the participants. It answers the question “Why was this issue important to you?" You are encouraged to identify and express what you see as important to the situated nature of your work.
Background literature: This brief review of the literature asks you to write only about the background literature relating to the issue you have researched.
Procedures: Document your exact procedures or responses to the research issue. What was the procedure or response taken, why, and where did it come from? How did you implement it? Give as many details as possible because other teachers may want to replicate your research in different contexts.
Result: In this section, you discuss the outcomes and results in detail.
Reflection: What have you learned as a result of the whole process? For example, what have you learned about your practice? What have you learned about doing research? Also, at this point, the issue of the situated nature of the work should be revisited: Why do you think the issue is specific to your context?
Book & Materials Reviews
This section is a forum for evaluative reviews of teaching materials, teacher resources, technology resources, and creative works, with a description of how they have been successfully used in the classroom. (Section Editor: Gloria Park, email@example.com)
Copyright Transfer Agreement
If your paper is accepted, the author identified as the formal corresponding author for the paper will receive an email prompting them to login into Author Services; where via the Wiley Author Licensing Service (WALS) they will be able to complete the license agreement on behalf of all authors on the paper.
For authors signing the copyright transfer agreement
If the OnlineOpen option is not selected, the corresponding author will be presented with the copyright transfer agreement (CTA) to sign. The terms and conditions of the CTA can be previewed in the samples associated with the Copyright FAQs below:
CTA Terms and Conditions: http://authorservices.wiley.com/bauthor/faqs_copyright.asp
For authors choosing OnlineOpen
If the OnlineOpen option is selected, the corresponding author will have a choice of the following Creative Commons License Open Access Agreements (OAA):
Creative Commons Attribution License OAA
Creative Commons Attribution Non-Commercial License OAA
Creative Commons Attribution Non-Commercial -NoDerivs License OAA
To preview the terms and conditions of these open access agreements, please visit the Copyright FAQs hosted on Wiley Author Services http://authorservices.wiley.com/bauthor/faqs_copyright.asp and visit http://www.wileyopenaccess.com/details/content/12f25db4c87/Copyright--License.html.
If you select the OnlineOpen option and your research is funded by The Wellcome Trust and members of the Research Councils UK (RCUK), you will be given the opportunity to publish your article under a CC-BY license supporting you in complying with Wellcome Trust and Research Councils UK requirements. For more information on this policy and the Journal’s compliant self-archiving policy, please visit: http://www.wiley.com/go/funderstatement.
OnlineOpen is available to authors of primary research articles who wish to make their article available to non-subscribers on publication, or whose funding agency requires grantees to archive the final version of their article. With OnlineOpen, the author, the author's funding agency, or the author's institution pays a fee to ensure that the article is made available to non-subscribers upon publication via Wiley Online Library, as well as deposited in the funding agency's preferred archive. For the full list of terms and conditions, see http://wileyonlinelibrary.com/onlineopen#OnlineOpen_Terms.
Any authors wishing to send their paper OnlineOpen will be required to complete the payment form available from our website at https://authorservices.wiley.com/bauthor/onlineopen_order.asp.
Prior to acceptance there is no requirement to inform an Editorial Office that you intend to publish your paper OnlineOpen if you do not wish to. All OnlineOpen articles are treated in the same way as any other article. They go through the journal's standard peer-review process and will be accepted or rejected based on their own merit.
Online production tracking is available for your article through Wiley’s Author Services.
Author Services enables authors to track their article – once it has been accepted – through the production process to publication online. Authors can check the status of their articles online and choose to receive automated e-mails at key stages of production. The author will receive an e-mail with a unique link that enables them to register and have their article automatically added to the system. Please ensure that a complete e-mail address is provided when submitting the manuscript. Upon publication, corresponding authors can collect a gratis PDF offprint of their article from Author Services. Visit http://authorservices.wiley.com/bauthor/ for more details on online production tracking and for a wealth of resources including FAQs and tips on article preparation, submission, and more.