A unique dimension of TexTESOL V is its publication of an 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 to English language teachers worldwide. The journal debuted September 2012 and accepts articles from all scholars, ELL professionals working at all levels, pre-school through graduate school, and in all instructional settings.
Because we are 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.
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 an email Newsletter link and to the general public through the public access portions of the TexTESOL V website.
Online publication is tentatively scheduled for fall and spring of each year. All submissions should be sent electronically to publications@textesolv.org
All papers will be blind peer reviewed. If an authors wish to have a double blind peer review, they may do so by submitting two copies of the manuscript, a full copy and a blinded one.
If you do not receive a return email confirming receipt within a week, please send a follow-up email. Under normal circumstances the peer-reviewing process will take up to three months. Authors are welcome to inquire as to the status of their paper three months after the initial submission.
Manuscripts that meet the specifications listed will be reviewed by the Publications Coordinator and if acceptable, will be sent for peer review.
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.
Reviews of Textbooks, Teaching Materials, or Teacher Preparation Texts:
These include 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.
Practical Perspectives:
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, 7th 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.
Contact publications@textesolv.org
