Teaching English to Speakers of Other Languages

TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect.

TESOL Journal (TJ) is a refereed, practitioner-oriented electronic journal based on current theory and research in the field of TESOL. 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. Articles enable an active and vibrant professional dialogue about research- and theory-based practices as well as practice-oriented theorizing and research.

The Journal of Multilingual and Multicultural Development is a cross-disciplinary journal for researchers from diverse scholarly and geographical backgrounds. It is concerned with macro-level coverage of topics in the sociology and social psychology of language, and in language and cultural politics, policy, planning and practice. Authors are encouraged to reject a deficit view of multilingualism and hence avoid terms such as 'native speaker, non-native speaker' and use neutral terms such as 'L1 user, LX user' instead.

Language Teaching Research is a peer-reviewed journal that publishes research within the area of second or foreign language teaching. Although articles are written in English, the journal welcomes studies dealing with the teaching of languages other than English as well.

International Journal of Bilingual Education and Bilingualism is a multidisciplinary journal with a focus on the education of bilingual learners. We welcome foundational and applied research using qualitative or quantitative approaches and from different disciplinary perspectives but especially linguistics, sociology and social policy, and psychology.

Studies in Second Language Acquisition is a refereed journal of international scope devoted to the scientific discussion of acquisition or use of non-native and heritage languages. Each volume (four issues) contains research articles of either a quantitative or qualitative nature in addition to essays on current theoretical matters. Other rubrics include shorter articles such as Replication Studies, Critical Commentaries, and Research Reports.

Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes 4 regular issues, a biennial Supplement from the Cognitive Neuroscience Series, and Special Issues.

English Language Teaching (ELT) is a double-blind peer-reviewed international journal dedicated to promoting scholarly exchange among teachers and researchers in the field of English Language Teaching.

The RELC Journal, established in 1970, is a triannual peer-reviewed international publication of the Southeast Asian Ministers of Education Organisation (SEAMEO) Regional Language Centre (RELC), located in Singapore. It publishes original research and review articles on topics pertinent to language teaching and learning.

ELT Journal is a quarterly publication for all those involved in English Language Teaching (ELT), whether as a second, additional, or foreign language, or as an international Lingua Franca. The Journal links the everyday concerns of practitioners with insights gained from relevant academic disciplines such as applied linguistics, education, psychology, and sociology.