For Writers

If you would like to contribute an article to TESOL in Context, please consider the following information:

Our audience - TESOL in Context has a wide target audience.  It is an internationally refereed journal.  Our readership includes EAL/ESL professionals working in universities, schools, adult migrant programs, vocational training, community education, English for international students and TESOL teacher training, both in Australia and overseas.  It includes articles that examine the nexus between theory and practice.

The aims of the TESOL in Context are to:

  • provide professionals with insights into TESOL issues in Australia and overseas
  • contribute to the development of classroom expertise
  • provide a forum for the sharing of research and practice through the publishing of quality articles

For guidelines on items submitted, please see: Notes for contributors (pdf).

Peer review

All articles submitted will be blind peer reviewed by at least two reviewers.

The TESOL in Context Journal site is currently being established for article submissions and new issues will be available there. In the interim, please email article submissions to:

Themed issue - Vol 27 Issue 1 (due June 2018) - Ethics in TESOL

The editorial team invite contributions to a special issue of ‘TESOL in Context’ on the topic of ‘Ethics in TESOL’. This special issue will be published in mid-2018. Manuscripts for this special issue will undergo the regular peer-reviewed process of ‘TESOL in Context’ submissions. Manuscripts will be reviewed on their relevance to an Australian as well as International audience in terms of quality, originality and significance to the field regarding this special issue topic.

In 1980, TESOL published ‘Guidelines for Ethical Research in ESL” in TESOL Quarterly. The aim was to provide principles for conducting research on second language learning and teaching that would protect the rights of second language learners. These guidelines highlighted the need for TESOL researchers to reflect on the way they plan, conduct and report on research taking into consideration scope and specificity (DuFon, 1993).

This notion of ethics in TESOL research can also be extended to ethics in the EAL classroom with these classrooms being situated in a range of socio-economic and culturally diverse settings. This may include the bilingual education debate (Cummins, 1999; Gale, 2017), assessing student work (Lynch & Shaw, 2005), identity formation and second language teaching (Morgan & Clarke, 2011), pre-service teacher education (Tang, Lee, Chun, 2012; Hafernik, Messerschmidt & Vandrick, 2014), and digital technologies and the teaching and learning experience in the EAL classroom (Flores, 2015).

TESOL in Context has also been involved in the debate around ethics since the inception of the journal in 1990s. Alan Williams in 1992 discussed ‘The ethics of TESOL’ positioning it within the “assimilationist aspect of our work” (p. 5). He argued that, “if we are not to be agents of assimilation it is essential that we retain a sense of our other vital role, which is to help sensitise and educate the mainstream to the cultures, values, rights, needs and concerns of those who constitute the various linguistic and cultural minorities in our society.”

As editors and readers of TESOL in Context we would like to find out more about whether the ethical issues cited are still relevant in current times and where else may the notion of ethics take us as a profession in relation to research, practice and advocacy? The intent of this special edition is to explore these questions. 


Manuscripts should be emailed to the TESOL in Context Administrative Officer  by January 15, 2018.


Cummins, J. (1999). The ethics of doublethink: Language rights and the bilingual education debate. TESOL Journal, 8(3), 13-17. doi:10.1002/j.1949-3533.1999.tb00188.x

DuFon, M. (1993). Ethics in TESOL Research. TESOL Quarterly, 27(1), 157-160. doi:10.2307/3586970

Flores, J. F. F. (2015). Using the web 2.0 to enhance the teaching and learning experience in the ESL classroom. Revista Educação, Cultura e Sociedade, 5(2).

Gale, K. (2017). Lessons Learned from Bilingual Education. In History of Bilingual Education in the Northern Territory (pp. 49-60). Springer Singapore.

Hafernik, J. J., Messerschmitt, D. S., & Vandrick, S. (2014). Ethical issues for ESL faculty: Social justice in practice. Routledge

Lynch, B., & Shaw, P. (2005). Portfolios, Power, and Ethics. TESOL Quarterly, 39(2), 263-297. doi:10.2307/3588311

Morgan, B., & Clarke, M. (2011). Identity in second language teaching and learning, 817 – 836.

Williams, A. (1992). The Ethics of TESOL, TESOL in Context, 2(2), 4-5.


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