English Teaching: Practice and Critique

Guidelines for contributors


Each issue of English Teaching: Practice and Critique will be focused on a particular theme which will be determined by the Editorial Board and signalled in advance.


Articles and articles in dialogue

In many cases, potential contributors with acknowledged expertise will be approached by the Board or by a guest editor appointed by the board and invited to contribute to an issue of the journal commensurate with their expertise.

However, once a theme has been identified, you are welcome to submit a proposal for the respective issue. Please submit a one-page abstract along with the name of a person who would be suitable to act as a referee.

We suggest you send your submission to the member of the Editorial Board based in your own country. Otherwise, send your submission to the Coordinating Editor. Once your submission has been received it will be reviewed by the Editorial board. If your proposal is accepted, you will then be asked to submit the full article by a due date that will allow for peer reviewing. More specific guidelines will be sent to you at this point.

Our aim in adopting these guidelines is to achieve a degree of manageability in the review process and to ensure a speedy turnaround for all of our contributors.

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Review articles

English Teaching: Practice and Critique does not provide a review process on demand. Rather, its Board selects recently published works deemed to be of high interest and relevance to the English/literacy teaching profession worldwide. (Words selected need not relate to the chosen focus of a particular issue.) The work will be allocated by the ETPC Review Editor to an established academic whose job it will be to enter into dialogue with the writer(s) of the chosen work, thereby drawing the work into the kind of academic and professional conversation that the journal is committed to. Publishers, who have familiarised themselves with the journal's "Statement of Purposes" on its home page, are invited to submit books for review purposes.

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Classroom narratives

The editors invite teachers to submit theorised classroom-based accounts or narratives that they believe will resonate with colleagues in other countries. In line with the journal's editorial policy, such submissions will also be subject to peer review. Having said that, our aim in including such narratives is to ensure that practising teachers have a voice in this publication and thereby develop a sense of ownership of the journal.

In developing a classroom narrative, teachers (and, of course, teacher/researchers) are invited to consider the following suggestions:

  • Recognise that you are writing for an international audience. While avoiding tedious detail, put readers in the picture who may be unfamiliar with the schooling system in your state, province or country.
  • Build your narrative around a problem, dilemma or issue. A possible structure for a classroom narrative is to begin with a close-up or vignette, moving to a consideration of an issue or issues (analysing a problem) and proceeding to a recount of a practice or practices you have introduced. Your conclusion might discuss some implications of your "story", for you personally and for all of us as a research community.
  • Remember you are telling a story and it is your story. Keep it concrete.

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Presentation of manuscripts

Language and spelling: British English or American English spelling and terminology may be used, but please be consistent in your use of conventions.

Layout and punctuation: Manuscripts should be A4, one side only, leaving an adequate left-hand margin for reviewer comment. Please double-space all material, including notes and references. Please use Times New Roman font (12pt). Quotations of more than 40 words should be set off clearly by indenting the left-hand margin and by using an 11pt typeface. Use double quotation marks for direct quotations and single quotation marks for quotations within quotations and for words or phrases used in a special sense. Number the pages consecutively but don't include the title page in this numbering. Abbreviations should be explained at first occurrence. Please do not include a double space after a period (full stop).

Title page:This should include:

  • title
  • author(s)
  • author's(s') homepage URL (if applicable)
  • affiliation(s)
  • affiliation URL(s)
  • full address for correspondence, including telephone and fax number and e-mail address

Abstract: Please provide a short abstract of 100 to 200 words. Avoid undefined abbreviations or unspecified references.

Key words: Please provide five to 10 key words or short phrases in alphabetical order.

Figures and tables: Please refer to previous issues of English Teaching: Practice and Critique for table models. These can be incorporated into the text proper or sent as separate files. Send graphic items as gif files, indicating clearly in the article a preferred location. Send such items separately from the text proper.

Moving image clips: Please provide these in Quicktime or AVI format – Windows media file.

Headings and subheadings: Section headings should be in bold capitals and section subheadings should be bold sentence case. Avoid sub-subheadings.

Notes: Please use footnotes rather than endnotes. Notes should be indicated by consecutive superscript numbers in the text.

Citations and references: Please use the APA system for citations and references. Use past issues as a guide. The following sites, among many, also provide guidance on the use of APA: Research and Documentation Online; the North Michigan University APA Reference Style Guide; the Online Writing Lab (OWL) site and the American Psychological Association's own website.

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