ACTA publishes the journal TESOL in Context
… and also some special issues and background papers
TESOL in CONTEXT
TESOL in Context is the peer-reviewed publication of the Australian Council for TESOL Associations (ACTA) for teachers, researchers and others interested in TESOL within Australia and internationally. Normally two issues are produced each year. Some issues are special editions that focus on themes of relevance. Examples include issues on digital technology, interactional competence and teaching English language learners across the curriculum.
The journal has moved online and following Vol 26, No. 1, hard copies are longer being produced. The move to open access is part of an initiative to make the journal more easily accessible by readers and members. The journal will continue to be peer reviewed and attract high quality articles from experts in the TESOL field.
The TESOL in Context Journal site is at http://tesolincontext.org.au/
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Recent Issue: Volume 31, No 2 (2023) Special Issue: Digital technology in language teaching and learning
The prevalence of technology in all aspects of life over the past few decades has dictated that schools prepare and equip students to live and work in a world where information is produced and disseminated rapidly. Schools have a further responsibility to train students to acquire critical digital literacy so that they can consciously and responsibly use technology not only for learning but also in all other spheres of their lives. This responsibility was further accentuated when the COVID- 19 pandemic significantly changed the role of instructional technology in schools. Homes became classrooms and teachers had to find innovative ways to impart knowledge and engage learners, especially in language teaching and learning classrooms. It is then very appropriate that TESOL in Context has dedicated this special issue to the ways in which technology is being used across a variety of classroom contexts, ranging from school to university and adult literacy settings. This special issue comprises five research articles and three book reviews expounding on how teachers, guided by particular pedagogical principles, have chosen and employed different technological tools in their language teaching to inspire student learning.
The editors of this special issue, Dr Shashi Nallaya, Dr Julie Choi and Dr Sue Ollerhead would like to express their immense gratitude to the reviewers, editorial board members and journal coordinator Skye Playsted for their time, expertise and dedication in bringing this issue to fruition.
Editors: Dr Shashi Nallaya, University of South Australia, Dr Julie Choi, Univerity of Melbourne, and Dr Sue Ollerhead, Macquarie University.
Past issues of TESOL in Context
Explore the wealth of ideas by browsing through back issues, going right back to the very first TESOL in Context issue that was published in 1990.
- Volume 1 Issue 1 (1990) - Volume 26 Issue 1 (2017) are available on Informit (ISSN 1030-8385)
- Volume 27 Issue 1 (2018) and onwards are available on the TESOL in Context website Archives and on Informit (ISSN 2209-0916)
- List of past issues of TESOL in Context, including contents, 1990-2020
Journal Editorial Teams
TEAM 1: Dr Sue Ollerhead, Dr Julie Choi and Dr Sasikala (Shashi) Nallaya
TEAM 2: Dr Averil Grieve, Dr Sharon Yahalom and David Wei Dai
- Copyright for all articles published in TESOL in Context is vested in the journal through the Australian Council of TESOL Associations. Permission to publish articles elsewhere should be sought from .
- Views expressed in contributions to TESOL in Context do not necessarily reflect those of ACTA.