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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.


  • We urge you to submit original, previously unpublished articles for these issues directly using the online form.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