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Want to Publish with ACTFL?

What We Publish Statement

ACTFL publications address the ACTFL mission:  providing vision, leadership, and support for quality teaching and learning of languages. We encourage research-informed publications that provide educators with guidance on curriculum, assessment and instruction and that serve the interests of instructors, researchers, and/or administrators.

Submission Materials

Interested authors/editors submit:

  • A CV or resume
  • The ACTFL proposal form
  • At least one sample chapter

Submission Process

Submitters will receive an automated confirmation at the conclusion of the online submission process, and initial feedback will be sent within six weeks. Within four-six weeks, authors receive feedback from ACTFL regarding the status of the manuscript.

Submitted proposals are reviewed by two experts in the field designated by a central committee.  These reviewers use a standardized evaluation rubric which emphasizes the following criteria.  

  • Does the proposed manuscript make an original contribution to the field?
  • Does the proposed manuscript support ACTFL’s mission?
  • Is the proposed book sufficiently different – and better – than the competitor books to warrant publication?    
  • Are all of the topics that should be included in this type of book adequately covered?
  • Is the writing style and the reading level satisfactory and appropriate for the intended audience?   
  • Is the content appropriate for the audience, course, and/or level?

In some cases, a third reviewer may also be engaged to review the submission. Eligible reviewers are current ACTFL members, editors of Foreign Language Annals, and/or members of ACTFL’s committees.

Possible book areas/interests (informed by the research priorities, past publications, and future predictions)

  • Foreign Language Teacher Development (methods textbooks and books on continuing education/professional development)
  • Mentoring
  • Preparing for urban settings
  • Classroom discourse
  • Core teaching practices
  • Service learning
  • Study abroad
  • Content-based instruction
  • Immersion language learning/programs
  • Heritage language learning programs
  • Elementary school programs (e.g. FLES, FLEX, immersion)
  • Assessment
  • Blended and online learning
  • Educational technology
  • Social Justice
  • Culture
  • Motivation (Psychology and language)
  • Action research
  • Instructed second language acquisition
  • The Standards
  • The teaching of particular languages

Proposal Form