Call for Articles — Idiom’s 2017 Summer Issue

You are invited to submit an article for Idiom’s 2017 summer issue! 

Theme: Empowering Students

Deadline for Submissions: August 12, 2017

If you are interested in submitting an article to Idiom for consideration, please review the following guidelines before submitting or visit Idiom’s webpage at 


Guidelines for Article Submission:
Idiom seeks to publish articles covering a range of issues couched within a theoretical framework relating to all levels of learners.

• Length: Maximum 900 words (include a word count excluding references and author’s bio)
• Formatting: Please use APA guidelines, particularly when citing references.
• Articles: Please send completed articles in DOC or DOCX format.
• Graphs and charts: Please embed in body of document. Please include as JPG or PNG files.
• An author’s brief biographical statement (three sentences maximum), email and degree (e.g. Ed.D., M.A.), must be at the bottom of the article (after references).
• The article should contain in-text citations and references, which must be done according to proper APA format. Please check out an important web site on APA citation style here
• Be sure your article includes your byline underneath the article’s title.
• Anonymous contributions cannot be published. Please do not submit dissertations or theses. Literature reviews for dissertations, dissertations or excerpts, or submissions that do not follow these basic guidelines cannot be considered for publication.
• Articles should be typed in Times New Roman font size 12


Want to submit an article? Submit here:


Have questions? Email [email protected]

The Summer ConnTESOL newsletter is here!

ConnTESOL Summer 2017 Newsletter — check it out! It’s chock full of new information AND a streamlined new layout, as well as a new “tech resources” section. We are both lucky and proud to have a newsletter editor who is working hard to address not only contemporary issues in ELL / ESL teaching but also recognize the efforts and impact of hard working professionals across the state.

Do you have suggestions, recommendations, or “wants” for the newsletter? Email us at

We desire and appreciate your input! ConnTESOL is dedicated to meeting the needs of the all ESL / ELL educators and need your feedback to help us continue to improve in serving those needs. Thank you for any input you wish to contribute and most importantly, all you do for our students.

Call for Chapter Proposals

Co-Teaching for English Learners:
Evidence-based Practices and Research-Informed Outcomes
Edited by:
Maria G. Dove, Molloy College
Andrea Honigsfeld, Molloy College

This edited volume will closely explore co-teaching and integrated service delivery for English learners (ELs) by (a) examining the collaborative instructional cycle—co-planning, co-instruction, co-assessment, and reflection practices— of co-taught programs for ELs, (b) presenting current, classroom-based, practitioner-oriented research related to all aspects of co-taught programs for ELs including curriculum mapping and alignment, co-development of instructional materials, building teaching partnerships, and other collaborative practices in the ESL/ELD context, (c) offering authentic, evidence-based instructional practices that yield positive results for ELs, and (d) presenting practical recommendations for making instructional and program design decisions based on student outcomes. This volume will be a valuable resource to assist both novice and experienced teachers in their endeavors to provide effective integrated, collaborative instruction for ELs in K-12 schools.

We have several invited chapters and now we are soliciting previously unpublished proposal submissions through this open invitation. We are looking for chapter proposal submissions that describe unpublished research studies or field-based, practitioner-oriented documentary accounts written in a reader-friendly, easily accessible way for teachers, administrators, and policy makers. Please carefully connect your findings to (a) strong theoretical frameworks, (b) existing research on ELs and co-teaching/collaboration, (c) ESL/ELD classroom practices, (d) ESL/ELD program design and implementation, and (e) EL student outcomes.

Target Audience:
The intended audience of the volume will be preservice and inservice ESL/ELD teachers, general education teachers, teacher educators, professional developers, ESL/ELD program directors, educational researchers, administrators, and policy makers.

Scholars and practitioners who are interested in contributing to this book are invited to submit a 500-word manuscript proposal in Microsoft Word by June 15, 2017. Include a minimum of five references to support your proposal but do not count them as part of the 500-word limit. The proposal should clearly describe the content of the proposed chapter by highlighting the research base, the local educational context, the actual findings, and the practical applications of the findings. For work in progress, please indicate anticipated outcomes or preliminary findings. To be aligned with the focus of the book, please incorporate implications for practice, authentic, concrete examples of co-teaching and other collaborative practices, and an account of the successful, documented outcomes.

Cover Page Information Needed:
· Name, title, current position
· Complete contact information (work mailing address, phone number and email address)
· A 3-4 sentence biographical blurb
· A one page list of key publications by each contributing author
· A working title for the proposal

Only submissions following these guidelines and including APA-style references may be considered. Chapter proposals will be assessed based on originality, topic suitability, research-base, innovativeness and reader-friendly (yet scholarly) writing style.

Invitations to submit a full, 3500-5000-word chapter (including references, tables and charts) will be sent out by June 30, 2017.

Send Proposal to: [email protected]
Send Inquiries to: Andrea Honigsfeld at [email protected] or Maria Dove at [email protected]

Call for Chapter Proposals (Deadline Soon)

Posted on behalf of National TESOL / TEIS — special interest group Call for Chapter Proposals (Deadline Soon)


Theorizing and Analyzing Language Teacher Agency (Tentative Title) Submission Deadline: September 30, 2016


Dr. Hayriye Kayi-Aydar (University of Arizona) Dr. Xuesong (Andy) Gao (University of Hong Kong) Dr. Elizabeth Miller (University of North Carolina at Charlotte) Dr. Manka Varghese (University of Washington) Dr. Gergana Vitanova (University of Central Florida)

Teachers play a vital role in making decisions about instruction, curriculum changes, and, in some contexts, educational reforms and language policies. However, their decision-making does not simply happen. They draw from a variety of sources to make decisions, and their agency is socially constructed and shaped. Although the concept of agency has been theorized extensively in various academic disciplines (e.g., sociology, philosophy, economics, anthropology, etc.) and from diverse perspectives, teacher agency, and second/foreign language teacher agency, in particular, has been neither well theorized nor conceptualized. Furthermore, in the current literature on second/foreign language teacher agency, the focus has been limited to the discussions of professionalism (e.g., Morgan & Saunders, 2014), policy and implementation (e.g., Hamid & Nguyen, 2016; Van Huy, Hamid, & Renshaw, 2016), or educational change (e.g., Kitade, 2015; Liyanage, Bartlett, Walker, & Guo, 2015). This vol  ume aims to address this gap by providing an in-depth conceptualization of “second/foreign language teacher agency” through theoretical and empirical research.

We are seeking proposals for chapters that address the construct of language teacher agency through theoretical and/or empirical research in second language studies. In particular, we are interested in chapters that draw on a range of theories of or approaches (e.g., activity theory, positioning theory, feminist theory, etc.) to language teacher agency that expand our understanding of the concept as well as manuscripts that present varying analytic approaches adopted in empirical studies (e.g., discourse studies, narrative inquiry, systemic functional linguistics, etc.). Chapters can analyze the connection of agency to other relevant topics, such as teacher identity, emotions, teacher cognition, positioning, accountability, curriculum change, language policy, etc.

Guidelines for Chapter Proposal Submission You are invited to submit a 500-word proposal by September 30, 2016 containing the following information:

Book section to which your chapter is being submitted (theoretical OR analytical focus) Proposal chapter title Author name(s) and Affiliation(s) Overview of chapter 100-word biography for each author Authors of accepted proposal will be notified by November 1, 2016.

This volume has been discussed with an internationally reputable publisher. Once chapter proposals are finalized, a full book proposal will be sent to the publisher. Upon acceptance by the publisher, potential chapter authors will be invited to submit full chapters (up to 8,000 words) and will be sent guidelines for preparing chapters along with submission deadlines (approximately three months from notification). Chapters should be original work and should not be submitted for publication elsewhere. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this book project. Inquiries and chapter proposals can be submitted electronically (Word document) to the editors: [email protected]

Educational Technology Newsletter (Free)

Nik Peachey is a well known English teacher who specializes in integrating technology into language teaching. A link to his newsletter is below and has lots of links to teaching resources and research articles.

Posted on behalf of Nik Peachey:

If you find it useful you can sign up for the twice monthly newsletter here:

Nik Peachey | Learning Technology Consultant, Writer, Trainer:
Winner 2016 British Council ELTon Award for Innovation in Teacher Resources for Digital video – A manual for language teachers:
Winner 2012 British Council ELTon Award for Excellence in Course Innovation:
Author – 10 Lessons in Digital Literacy:
Author – Web 2.0 tools for teachers:
Co-editor – Creativity in the English language classroom:

Call for proposals — Putting Research into Practice, Volume 1: Elementary Settings

Cross posted from another listserv. See Call for abstracts_Elementary PRIPfor full proposal guidelines.

Hi Everyone,

I hope the summer is going well. I’m writing to share a call for abstracts for consideration in a new TESOL book project. Please share with colleagues and think about how you might contribute.  Please feel free to contact me with any questions.  I know many of our TEIS members work with classroom practitioners. This could be a great way to support their writing and make their work public. The focus of this particular volume is elementary settings.




 ABSTRACTS FOR CHAPTERS                            DUE:  September 15, 2016

 Putting Research into Practice, Volume 1: Elementary Settings

 Editor: Judy Sharkey, University of New Hampshire ([email protected])

 TESOL Putting Research into Practice Series

Series Editor: Holly Hansen-Thomas

 Scope and Purpose

The main goal of the series is to create new spaces for practitioner knowledge and engagement with TESOL research. As a professional community, we are interested in highlighting how TESOL practitioners direct their own professional learning through reading, questioning, interpreting and adapting research findings to and in their own contexts. The result will be a rich collection that adds to the overall knowledge base while also validating the critical role teachers play in TESOL’s overall mission to improve learning and teaching. The series will recast the great amount of TESOL material in TESOL JournalTESOL QuarterlyEssential Teacher and other TESOL Press publications such as the English Language Teaching in Context series.

There will be four books in the series overall, and each book will have the same format. The books will be approximately 150-180 pages and will include 10-12 chapters dedicated to the content areas of mathematics, science, social studies, and English language arts, in ElementaryMiddle School, and High School levels. There will also be a volume devoted to English as a Foreign Language, and it will be divided into three parts, primary, secondary, and higher education. Each volume will be foregrounded with an introductory chapter and will close with a concluding chapter. The series will be published in print, but lesson plans and other supplementary materials will be available for download on a website dedicated to the series.

Each book chapter in the series will be inspired by and connected to a published research article or chapter from TESOL QuarterlyTESOL JournalEssential Teacher and/or other TESOL Press publications. We are particularly interested in receiving submissions that demonstrate how practitioners interpret and appropriately adapt research findings/implications to enhance teaching and learning in their contexts. For example, how one of the many excellent articles in the Fall 2015 Special Issue of TQ on Multimodality may have led to redesigning a fourth-grade science unit on the hydrosphere; or, how a particular chapter in the recently released TESOL Press volume, Social justice in English language teaching (Hastings & Jacob, 2016) inspired a team of teachers to develop lessons that address mandated standards and social justice*. So many possibilities! Finally, collaborations between and among practitioners and teacher educators/researchers are highly encouraged.


This series of books will be read by a wide range of participants in the TESOL community, including ESL/EFL teachers, content area teachers, program administrators, etc. Additionally, they could be used as course readings for language-teacher education programs and professional development of teachers of ELLs.


Experienced, novice, and nonnative English speaking teachers, administrators, researchers, and other educational professionals are encouraged to contribute to this series. The chapters will speak to the various educational profiles of students in diverse regions.

Submissions for Volume 1: Elementary

  • Abstracts of 400- 500 words (excluding references) must be submitted via email to the volume Judy Sharkey by September 15, 2016 ([email protected])
  • The abstract must include an overview of the chapter, the targeted concept or research finding to be illustrated (e.g., multimodality; identity texts; digital literacies, etc), brief description of the lesson and its context, and the complete citation of the original TESOL publication that inspired the lesson(s)
  • Preference will be given to co-authorship that includes teachers/classroom practitioners and an academic researcher, and to lessons that the authors actually taught
  • Decisions regarding abstracts will be sent to authors by October 15, 2016. Full chapters are due December 15, 2016.

Chapter Criteria

The chapter must include

  • a brief introduction to the chapter highlighting the focal topic of the research and lesson plan, and the context (e.g., type of school, overall student demographics, content area, language and grade levels of students, how it connects to a larger unit, marking period, or school year)
  • 2+/- page synopsis of the original research article/chapter, including the original citation.
  • 1-2 page rationale for choosing the research and creating a lesson based on the research. Consider how the article may have helped you understand a new concept or interpret a known concept in a different or deeper way. Feel free to identify a particular challenge in adapting the research for your contextual realities.
  • A clearly written lesson plan that allows readers to “see, hear, be” in the context and follow the development of the lesson as it unfolds.

Grade/subject area (e.g., second grade, math)

Content and language objectives

Connections to appropriate standards (based on your context(s)

Desired outcomes

Students’ proficiency levels

Materials needed to carry out lesson

Duration of the lesson (it may be over several class periods)

Highlighted Strategies (research-based, appropriate for the ELL context)

Procedures: specific details regarding what the students will do during the lesson (practice/application)


Assessment/Evaluation  [including any formative and/or summative assessment protocols and evidence of student learning]


(Lesson plan should include any visual components such as rubrics, worksheets, student work samples, etc., that illustrate the lesson/activity in practice)


  • 1-2 page reflection/analysis that summarizes how the original TESOL research and your interpretation of it inform your practice and raise valuable questions for further research. If a teacher educator/researcher is a collaborator, he/she should include how the realities of classroom practice should inform research.

Additional Resources that can be housed on the TESOL website may include:

– Connections to Common Core State Standards, the latest version of the WIDA English language development standards, and the TESOL PreK-12 English Language Proficiency Standards (if applicable)

– Any interactive links

– Observation tools or guidelines to evaluate the lesson in practice

Specific Publication Guidelines

  • 15-20 double-spaced pages, including references which will appear after each chapter (as opposed to the end of the book)
  • Follow the chapter criteria listed above
  • Follow APA style. For information on documenting sources in APA style, see .
  • Do not incorporate figures, photocopies of figures, etc. with the text; keep your art package separate (a full page of art equals about 480 words; half a page equals 240). Number your manuscript pages consecutively from 1 to the end.
  • Do not justify right margins and do not divide a word at the end of a line.
  • One inch margins all around
  • Use bold or italics in your manuscript to identify where you want these used.
  • Obtain permission for all materials borrowed from outside sources (copy write protected and any student work included)

All contributors will sign a release assigning copyright to TESOL.

Elementary volume timeline

September 15, 2016: Abstracts due to volume editor (400-500 words excluding references)

October 15, 2016: Authors receive feedback on abstracts and decisions regarding acceptance. Please note that invitation to submit a chapter does not imply acceptance in the volume.

December 15, 2016:  Chapters due to volume editor

Feb 1, 2017:  Notification of accepted chapters. Feedback and requested revisions sent to authors.

April 1, 2017: Revised chapter to volume editor

 May 31, 2017: Final manuscript, ready for production, to TESOL Press

* These are two of many possible areas of focus. Authors should be guided by their needs and contexts.

–Judy Sharkey, Ph.D.,

Associate Professor

Education Department

University of New Hampshire

62 College Road

Durham NH 03824

PAIS (National TESOL) Newsletter Call for Submissions

An article submission could also turn into a fabulous presentation for the ConnTESOL 2016 conference!

From PAIS (National TESOL): We ask all members to consider contributing an article for the PAIS October newsletter.

  • Write an article on your area of interest and expertise in administration.
  • Review a book on program administration or leadership that every administrator should have on his or her bookshelf.  Book review contact: Lara Ravitch, [email protected]

Submissions are due August 15, 2016, for the October newsletter. General submission guidelines are the following:

  • Articles should
    • have the title in ALL CAPS
    • list a byline: author’s name with embedded email, affiliation, city, country, and an author photo
    • include a 50-word teaser for the Newsletter Homepage
    • be no longer than 1,750 words (including tables)
    • contain no more than 5 citations
    • include a 2-to-3 sentence author biography and author photos
    • follow the style guidelines in the Publication Manual of the American Psychological Association, 6th edition (APA style)
    • be in .doc, .docx, .rtf, or .txt format
  • All figures, graphs, and other images should be labeled and sent as separate jpg files.
  • Book Reviews should be 650-1000 words in length
  • include a 50-word teaser for the Newsletter Homepage
  • include a 2-3 sentence reviewer biography and reviewer photo
  • follow the style guidelines in the Publication Manual of the American Psychological Association, Sixth Edition (APA Style)
  • be .doc or .docx, .rtf, or .txt format
  • All figures, graphs, and other images should be labeled and sent as separate jpg files.

Submissions and questions should be emailed to [email protected] or [email protected].

CALL- IS Newsletter- Summer Edition

If you are using a hot new app in class, have seen a good workshop, like to read CALL-related materials or are interested in writing an article for the CALL IS Newsletter, please contact me at [email protected] Even if you can’t write an article, could send this on to colleagues who might be interested? The deadline for the Summer CALL-IS Newsletter is June 30th . If you are a current TESOLer, you can view the CALL-IS Newsletter @

The attached pdf has more information on thr requirements for articles.

CALL IS Article Info