A unique dimension of TexTESOL V is its publication of an annual peer-reviewed online journal, Texas English Language Teaching (TexELT).
The mission of this journal is to present new research and other articles of professional interest to our membership and, through search engines, to similar-minded English language teachers worldwide. The journal debuted September 2012 and accepts articles from ELL professionals working at all levels, pre-school through graduate school, and in diverse instructional settings.
Because we have been able to call upon a number of members with varied talents and higher education writing expertise, we are able to help develop work of rising scholars as well as tailor the work of experienced scholars to meet the professional interests of our readership.
The journal accepts submissions year-around with deadlines stated on the latest volume (please see “Latest Volume” above for next issue’s deadline).
This is a peer-reviewed electronic publication which will be posted on the TexTESOL V website and will be available free of charge to members through email Newsletter link and to the general public through the public access portions of the TexTESOL V website.
It is anticipated that manuscripts selected for consideration will be sent to members of the peer jury of readers by the deadline and
returned to the Publications Officers with Level One Protocol advice a few weeks following.
Online publication is tentatively scheduled for fall of each year. All submissions should be sent electronically to firstname.lastname@example.org
If you do not receive a return email confirming receipt within three days, please send a follow-up email-
Manuscripts that meet the specifications listed will be reviewed by the Publications Coordinator, who will create a “blind copy” with no dentification of the author(s). It will then be submitted to members of the TexELT Review Panel or the TexTESOL V Board or other qualified readers, who will be selected for relevant background and interest in the topic, and to insure anonymity of the author(s).
If approved by at least three readers, the blind-copy manuscript will be assigned to Peer Jury Reviewers for general content editing advice and review. If approved by only two readers, it will be submitted to an additional reader and the majority decision will be final. If a majority of the review panel do not support accepting the manuscript in its current form for further development and publication, the author(s) will be notified accordingly.
If only minor editing is needed, the Publications Officers will make minor corrections. If substantial changes are needed or missing information is required, the author will be given the option to revise as requested or to withdraw the manuscript from consideration.
Action Research Reports:
These are reports on action research in which the writer has developed a plan to do something in a particular way to try to improve student outcomes, gives some evidence of having compared that approach with previous or simultaneous alternative approaches, evaluates the outcomes, and critically examines both implementation issues and outcomes. If not at the level of an experimental or quasi-experimental design, the study should present evidence of thorough planning of details and be based on a review of relevant available literature.
Critical Reviews of Textbooks, Teaching Materials, or Teacher Preparation Texts:
These include critical reviews of textbooks and materials for teaching English or preparing teachers of English as a Second Language at any of the levels (elementary, secondary, adult, and higher education). The reviewer points out personal experiences in using the text or materials–positive and negative–and/or details benefits and defects, as perceived by the reviewer, for populations our membership serves. TexTESOL V members work in urban schools and colleges with extensive bilingual, newcomer and ESL programs and also in rural districts with limited programs and few ESL professionals. The reviewer should state the settings for which the text or materials reviewed are considered.
Articles in this category describe relevant, research-based solutions to current problems in second language teaching and learning. From personal experience, authors provide detailed contrastive information and/or propose innovative strategies, activities, and applications to improve student learning outcomes and highlight practical examples to illustrate key points. Articles may address any levels of education from early childhood through higher education. Should be reasonably brief, written in conversational style, be of interest to practicing educators, and include in-text citations/references (APA, 6th edition).
Research Syntheses for Application:
These include well-structured syntheses of the best practices for our regional needs or the needs of a particular type of situation that exists in our region, according to research from a wide variety of sources, but with critical attention to applicability and the perceived quality of the research cited, whether qualitative or quantitative.