Notes for contributors

Notes for contributors It is understood that articles submitted to TESOL in Context have not been previously published and are not under consideration for publication elsewhere. Articles around 6,000 words including references are preferred, and an abstract of up to 200 words should be included with each article submitted. Electronic submission as attached files is required (Microsoft Word or rich text format). One file should contain a separate cover page with the article’s title, the names of the author/s, their preferred titles, and the contact details for the author to whom correspondence should be sent (address, telephone numbers, and email address). About 70 words of biographical data should also be included. A second file should contain the title followed by the abstract, the body of the paper and the list of references. Number the pages but do not use identifying headers or footers. Headings and sub-headings should be left aligned, with the first letter capitalised. Indicate new paragraphs by using one extra line space. Text should be Times New Roman, 12 points, with 1.5 spacing. Short quotations should be incorporated into the text and enclosed with double quotation marks. Quotations of more than about 40 words should be set off from the main text by indentation, without any quotation marks. Referencing should follow the APA referencing style; for examples, see a recent issue of the journal at http:// www.tesolincontext.org.au/. References in the text should be ordered alphabetically and contain the name of the author and the year of publication, e.g. (Adams, 2001; Jones, 1998). For direct quotations include the relevant page number(s), e.g. (Jones, 1998, p. 34). TESOL in Context, Volume 30, No.1 TESOL in Context Tables, figures or diagrams should be numbered consecutively and included in the relevant part of the text. Each should have an explanatory title. Numbers up to and including ten should be spelt out and numbers over ten should be expressed as figures. The spellings used should be those given in The Macquarie Dictionary. All articles submitted are subject to blind, impartial refereeing; referees are asked to report against the following criteria: *  The topic of the article is of relevance to readers of the journal (see ACTA Statement at https://tesol. org.au/publications/#publications-1). *  The article is grounded appropriately in relevant published literature. *  The article’s claims/conclusions are based on rigorous analysis of primary data and/or well-supported argument and/or analysis of teaching practice. *  The article is well structured and clearly linked. *  Language use and style are appropriate to the audience and purpose. *  Notes for contributors have been followed in all respects, including consistent use of APA style. *  The article has potential to make a worthwhile contribution to the TESOL field. Address for submissions: Journal Manager: [email protected] Advertising rates The advertising rates for TESOL in Context are as follows: Full page 1⁄2 page horizontal 1⁄4 page vertical 130mm x 205mm 100mm x 130mm 65mm x 100mm $350.00$200.00 $150.00 All enquires should be directed to: Journal Manager, TESOL in Context [email protected] TESOL in Context Journal of the Australian Council of TESOL Associations Back copies are available on request by contacting [email protected] Cost per issue for print back copies for Australia is$13.00 AUD ($10.00 plus$3.00 postage). Outside of Australia is $20 AUD ($10 plus $10 postage). When print copies are not available an electronic PDF copy is available at$10.00 per issue

Acknowledgement of Country

This includes the front cover of the general issue, Acknowledgement of Country, ACTA Statement, and TESOL in Context editorial team details

Acknowledgement of Country

Acknowledgement of CountryIn the spirit of reconciliation the Australian Council of TESOL Associations (ACTA) acknowledges the Traditional Custodians of country throughout Australia and their connections to land, sea and community. We pay our respect to their elders past and present and extend that respect to all Aboriginal and Torres Strait Islander peoples today. We acknowledge that the arrival of the English language to this continent impacted the traditional languages and cultures of Aboriginal and Torres Strait Islander people, and celebrate the work to reclaim or maintain these languages. ACTA members teach English in addition to supporting the maintenance and development of First Languages, and encourage the acquisition and use of other languages – including First Nations Languages

Acknowledgement of Country

Acknowledgement of Country In the spirit of reconciliation the Australian Council of TESOL Associations (ACTA) acknowledges the Traditional Custodians of country throughout Australia and their connections to land, sea and community. We pay our respect to their elders past and present and extend that respect to all Aboriginal and Torres Strait Islander peoples today. We acknowledge that the arrival of the English language to this continent impacted the traditional languages and cultures of Aboriginal and Torres Strait Islander people, and celebrate the work to reclaim or maintain these languages. ACTA members teach English in addition to supporting the maintenance and development of First Languages, and encourage the acquisition and use of other languages – including First Nations Languages

Acknowledgement of Country

This includes the front cover of the special edition, Acknowledgement of Country, ACTA Statement, and TESOL in Context editorial team details for the current issue 2025 Volume 33 Number 02 Special Issue

Acknowledgement of Country

This includes the front cover of the general issue, Acknowledgement of Country, ACTA Statement, and TESOL in Context editorial team details for the current issue 2024 Volume 33 Number 01 General Issue

Notes for contributors

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Focus on language in CBI: How teacher trainees work with language objectives and language-focused activities in content-based lessons.

This paper investigates to what extent teacher trainees who had received instruction in pedagogical linguistics incorporate language learning in content-based (CBI) lessons. Data were collected from Likert-scale self-reports and written CBI lesson plans. The language objectives in the lesson plans were analysed using the language demand classification from Lindahl & Watkins (2014), which consists of the following categories: reading comprehension, vocabulary, word study, functional language, grammar, and writing and conventions, while language-focused activities were coded based on the degree to which they corresponded to the objectives. These results were then correlated with pre-service teachers’ self-reports regarding their beliefs about the frequency with which they incorporate various facets of language knowledge in CBI instruction. No significant relationships were found. In line with previous research (Fortune, Tedick & Walker, 2008; Regalla, 2012), the findings suggest that the teacher trainees in this study prioritize language objectives that focus on vocabulary and may experience some challenges selecting language-focused activities that match learning objectives. Nevertheless, other components of language knowledge, in particular functional language and grammar, were also present in the lesson plans, suggesting that training teachers to “think linguistically” (Bailey, Burkett & Freeman, 2007) can help them identify language needs of learners that expand beyond vocabulary. The chapter concludes with implications for teacher training programs.acceptedVersion© 2021. Locked until 1.1.2022 due to copyright restrictions. This is the authors' accepted and refereed manuscript to the article

ESL programs at U.S. community colleges: a multistate analysis of placement tests, course offerings, and course content

When U.S. English learners (ELs) attend college, they are more likely to enroll in 2‐year community colleges than in 4‐year colleges. Prior research points to the tension between English as a second language (ESL) programs providing support to ELs and lengthy ESL programs acting as barriers to ELs seeking access to mainstream college coursework. Nevertheless, community college ELs and ESL programs remain understudied. The researchers investigated community college ESL placement, course sequence length, and types of ESL courses offered across the United States by examining the 2017–2018 catalogs of community colleges in nine states. Two hundred seventy‐two community college catalogs were analyzed. Findings include that 81% of colleges reported offering some ESL‐specific coursework and that ESL course sequences varied on average from 2.3 to 4.7 semesters in length across states. For most states studied, ESL courses were solely structured around skills‐based instruction. Furthermore, although general English placement information was accessible and often standardized within states, ESL placement information was rarely available and sometimes out of date. Based on these findings, the authors recommend that community college ESL programs implement valid placement procedures, award college credit for ESL coursework, and streamline student access to discipline‐specific academic and vocational content.Accepted manuscrip

'Language Background Other Than English': a problem NAPLaN test category for Australian students of refugee background

Since 2008 Australia has held the National Assessment Program: Literacy and Numeracy (known as NAPLAN) for all students in years 3, 5, 7 and 9. Despite the multilingual character of the Australian population, these standardized literacy and numeracy tests are built on an assumption of English as a first language competency. The capacity for monitoring the performance of students who speak languages other than English is achieved through the disaggregation of test data using a category labelled Language Background Other than English (LBOTE). A student is classified as LBOTE if they or their parents speak a language other than English at home. The category definition is so broad that the disaggregated national data suggest that LBOTE students are outperforming English speaking students, on most test domains, though the LBOTE category shows greater variance of results. Drawing on Foucault’s theory of governmentality, this article explores the possible implications of LBOTE categorisation for English as a Second Language (ESL) students of refugee background. The article uses a quantitative research project, carried out in Queensland, Australia, to demonstrate the potential inequities resultant from such a poorly constructed data category