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Special Focus Topics

Each of the four issues of The Language Educator in 2018 will include a "focus topic" section featuring article submissions coming from varied perspectives related to the topic—reflecting different levels, languages, methods, backgrounds, opinions, and experiences. The articles in this focus section will again be double-blind reviewed by two language education experts, in addition to TLE and ACTFL staff.

PLEASE NOTE:

  • We urge you to submit original, previously unpublished articles for these issues directly using the online form. You will upload your article directly to the site for a specific issue, and you can find more information about formatting and content.
  • Only articles submitted for the focus topic sections will go through a peer-review process.
  • If you would like to submit an article for consideration for The Language Educator that is not meant for a special focus topic section, please upload it here.
  • Focus topic articles, while peer-reviewed, should still follow The Language Educator Author Guidelines and should be written in the style of a magazine feature article, with direct quotes from multiple primary sources and intended to appeal to educators of all languages at all levels. They should not be narrowly focused research articles or dissertations with literature reviews, etc. Please do not submit a paper that is meant for an academic journal; we suggest you send these to Foreign Language Annals for consideration.

October/November 2018

Leveraging Community Connections

AAAS Recommendation 2: Supplement language instruction across the education system through public-private partnerships among schools, government, philanthropies, businesses, and local community members.

How are we making the case for languages in order to draw in a broader network of supporters? How are language programs made visible; how are programs proving their value to the local community? Partnerships are essential for long-term support. Tell others what is effective in creating, maintaining, and leveraging connections with communities beyond your institution.

ARTICLE SUBMISSIONS DUE: July 1, 2018

January/February 2019

Empowering Teacher Leaders

Developing teacher leadership takes many forms. How are our organizations and systems developing the leadership skills of educators? How are effective educators tapped to provide leadership in their building, their organizations, and to broader audiences? Tell others about programs and projects that coach and guide language educators to be highly effective leaders or mentors in a variety of arenas.

ARTICLE SUBMISSIONS DUE: October 1, 2018

March/April 2019

Connecting Research to Our Practice

Research provides educators with a critical lens to inform their practice. How can we develop stronger connections between researchers and educators? ACTFL’s Research Priorities Initiative supports research in five key areas: immersion/dual language programs; in-service and pre-service language teacher development and retention; assessing learning outcomes in K-16 settings; equity and access in language learning; and intercultural learning. Share examples of partnerships, projects, and strategies designed to translate research into classroom practice and develop more reflective practitioners.  

ARTICLE SUBMISSIONS DUE: December 1, 2018

August/September 2019

Developing the Can-Do Attitude

Tasks that are meaningful for learners foster motivation that develops persistence. When educators and learners have a growth mindset, the focus is on what learners can do and how to most effectively support the acquisition of linguistic and intercultural competence.  The NCSSFL-ACTFL Can-Do Statements provide the roadmap to develop that competence. How do you help learners focus on what they can do with what they know? How do you foster a “can-do” attitude?

ARTICLE SUBMISSIONS DUE: May 1, 2019

October/November 2019

Diversifying Language Educators and Learners

Learning a language provides access to other cultures and their perspectives. How do we ensure equitable access to language learning for all learners and that language educators represent diverse backgrounds? Showcase pathways that will increase the diversity of language learners and educators. What role do the Seal of Biliteracy and the credentialing of language proficiency play in increasing the inclusion of all language learners (even those not in existing programs)? Share examples of effective and inclusive routes to teacher preparation and language learning.

ARTICLE SUBMISSIONS DUE: July 1, 2019