Language: Teaching Linguistics invites submissions of original, high quality scholarship that analyzes a pedagogical issue, assesses a teaching technique, or reviews pedagogical materials related to the teaching of linguistics.

Submissions may focus on the teaching of any area of linguistics at any level or may offer a broader perspective on teaching linguistics within higher education or the K-12 curriculum. As language-related issues are not restricted to the linguistics classroom, we welcome multi-disciplinary perspectives from related areas, including but not limited to: Anthropology, Communication, Computer Science, Education, English, Modern & Classical languages, Psychology, and Speech Pathology.

 


 

Manuscripts should follow the general guidelines for contributors to Language as found in the Notes to Contributors section.

 

Manuscripts for publication should be sent to language@journals.linguisticsociety.org. Books and teaching software for review should be sent to the Review Editor of LANGUAGE (Helen Goodluck, Book Review Editor, Department of Language and Linguistic Science, University of York, York YO105DD, United Kingdom; e-mail lang525@york.ac.uk).

 

Paper topics may include but are not limited to:

 

  • K-12 teaching: programs that introduce linguistics in a K-12 setting, the integration of linguistics into a K-12 curriculum, and preparing educators to teach linguistically and culturally diverse students.
  • Undergraduate teaching: engaging students through research, general education, service learning, online learning, and teaching linguistics for education programs.
  • Graduate teaching: pedagogical training for graduate students; pedagogical, advising, and mentoring issues in graduate programs; pedagogical issues in interdisciplinary programs; and professional development training for graduate students.
  • Role of linguistics in higher education: best practices for growing a linguistics program, models of linguistics programs, and the state of the discipline.

 

Articles are evaluated using the following criteria:

 

  1. Are the ideas focused on a core area of linguistics and pertinent to the Language readership?
  2. How well does the literature review situate the article in a broader linguistic and/or pedagogical context?
  3. How comprehensively does the author consider implications for the scholarship of teaching and learning in linguistics and related fields?
  4. Does the article directly address ethical considerations with respect to how the information was gathered and how the approaches and techniques were implemented?
  5. How innovative and replicable are the ideas presented?

 

Resources from other teaching journals and organizations focused on the scholarship of teaching and learning may be useful to authors. These include but are not limited to:

 

 

For more information contact:

 

Kazuko Hiramatsu & Anne Charity Hudley

 

Associate Editors, Language