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.

Articles may be submitted through the online portal for Language.

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

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?

Textbook Reviews

We are excited to share our new guidelines for textbook reviews. Instructors interested in reviewing recently published textbooks that they've used in their teaching must email the Associate Editors to ensure that the textbook is not already being reviewed.

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 & Michal Temkin Martinez

Associate Editors, Language