Print This

Status message

You must login or register to view this form.

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  • We urge you to submit original, previously unpublished articles for these issues directly using the online form.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.

Feb/Mar 2020

Differentiation in Support of Diversity

Article submissions due Nov 1, 2019

Every learner has a unique background, strengths, and needs. How is your language program actively differentiating learning to support all language learners? When we say “All means all,” we must differentiate learning strategies, assessments, program options, and policies to be truly inclusive. Describe what is working in your program to support all learners, including students with special needs, learning disabilities, ADD/ADHD, anxiety disorders, or sight and hearing challenges. 

Apr/May 2020

Immersion Language Programs: Opportunities, Options, and Challenges

Article submissions due Jan 1, 2020

Popular support for immersion language programs is growing, as is the number of such programs. The landscape of immersion programs varies greatly: dual language immersion, two-way bilingual, full immersion, and other variations. Immersion is as much a program model as it is a pedagogical approach. Explore the variety of programs, different starting ages, options for learners from prekindergarten through postsecondary levels, strategies for implementation, and important considerations for those starting an immersion program.

Aug/Sept 2020

Employability Skills Enhanced by Language and Intercultural Competence

Article submissions due May 1, 2020

ACTFL’s Report Making Languages Our Business: Addressing Foreign Language Demand Among U.S. Employers identifies an increasing need for employees with skills in languages other than English. Research reveals the value of skills developed through second language learning including collaboration, critical thinking, social and cross-cultural skills, and communication. Share examples of programs, units, and projects that connect the World-Readiness Standards for Learning Languages and the Intercultural Communication Can-Do Statements with the development of employability skills. How is your program preparing learners for their future careers?

Oct/Nov 2020

Literacy and Biliteracy

Article submissions due July 1, 2020

The Seal of Biliteracy honors and rewards achieving a functional level of proficiency in both a first and a second language. How are learners supported in the development of literacy as framed by state and local language arts standards and the World-Readiness Standards? How does your program develop, document, and chart progress in biliteracy? How does it identify where each learner is along the pathway toward the level of proficiency required to earn the Seal of Biliteracy, and then provide coaching, practice, and opportunities to demonstrate growth to meet that threshold proficiency level? After high school, postsecondary institutions should continue to nurture learners' language development. Share strategies (formal and informal, within institutions and in communities) that lead to equal access to learning, leveling up in all modes of communication, and valuing Heritage Language Learners’ assets. Identify practices that support learners as they move along the pathway toward achieving the Seal of Biliteracy and beyond.