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Original investigations into language education, including theoretical perspectives and implications for practice.


Critical overviews of research literature, pedagogical textbooks and conferences with the implications for practice. Any medium accepted.

Have you read a book recently that has stimulated your interest? You should consider writing a (critical/reflective) review of it. We are interested in reviews that don’t simply summarise content but, more significantly, that enter into a dialogue with the manuscript, that engage with the ideas, theories and research and provide a critical commentary.

We welcome submissions that provide a close and detailed textual analysis of a key article that you have found interesting, useful or controversial. Articles rarely get discussed at length and we feel that much can be gained for the author and readers by entering into an extended critical dialogue with a published article - particularly in exposing not only a potentially interesting article for a wider readership but also by providing a critical dialogue with the article’s ideas, research, applications and/or implications.


Critical reflections of your own practice or teaching context with the implications for practice for others. Any medium accepted.

Works in progress

We are interested in receiving reflective accounts of scholarship ‘works in progress’. These accounts outline the aims of the scholarship project, what you hope to achieve, and the potential impact. Perhaps more importantly, we are interested in your reflections on your progress, the challenges you face, the questions that arise, and the changes you are making or contemplating as you respond to theory, research, and data.

Narratives of scholarship

Too often, written accounts of scholarship (and research) focus on the product rather than the process of scholarship. The messy, contingent, and complex array of events, processes, emotions, and intellectual engagements of scholarship are hidden or barely visible in published accounts. Too often too, only successes are made public. We do not hear about abandoned scholarship, inconclusive scholarship, or scholarship that failed to meet our hopes and expectations. We welcome submissions that explore both these occulted dimensions of scholarship as they are as, if not more, useful to language educators as products and successes in scholarship. We have much to learn from accounts of the processes and/or failures of scholarship.