Call for Contributions: Voices from the TESOL Classroom Series

Series Editor: Tim Stewart

Deadline: 20 July 2015

Scope and Purpose

The Voices series will explore the impact of practice on theory in TESOL classrooms around the world through novel participant inquiries. It will highlight the voices of student and teacher participants. The core of each chapter will be distinguished by personal narratives of discovery, challenge, change, and growth encountered by teachers and students from various TESOL learning environments.

The series will explore a wide range of topics in the field, including

bilingual/pluralistic approaches
content-based language instruction
co-teaching and collaboration in language education
learner perspectives on materials and pedagogy
reflective pedagogy
classroom management/dynamics
English for academic purposes
peer-assessment and self-assessment
learner awareness/identity
curriculum design

The goals of the series are

  • to share multiple voices of learners and teachers from diverse cultural and language learning contexts
  • to reflect on the pedagogical implications, including topics such as building empathy, empowerment for learners and teachers, and specific recommendations for curriculum and instruction


This series of books will be read by a wide range of participants in the TESOL community, including English language learners, teachers, content teachers, program administrators, and parents. It might also be used as course reading for language-teacher education programs.


Abstracts of up to 500 words must be submitted via email to the volume editor by 20 July 2015. The abstract must describe the topic and the audience. Preference will be given to co-authorship that includes any combination of English language learner, classroom practitioner, and an academic researcher.
Chapter submissions of 2,000–3,000 words (not including references) are due 1 November 2015.


Experienced and novice academic writers are encouraged to contribute to this series. We hope to include the voices of novice teachers, experienced teachers, nonnative-English-speaking teachers, and their students at various educational levels and from diverse geographic regions.

Chapter Guidelines

Chapters should include

an explanation of the context or setting of the interaction
objectives or expectations for the lessons/activities being showcased
a description of what relevant current theory tells us
a narrative of the classroom interaction including voices of teachers and students, and learning of the participants.

Chapter authors should consider moving from their particular context and student needs, to the relevant theory, then into practice and finally reflecting back on theory. Chapters should be written in an easily accessible style that uses jargon and citations sparingly.
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For further information about this call for contributions please check the website:

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