Skip to main content
eScholarship
Open Access Publications from the University of California
Refine Search

The CATESOL Journal

The CATESOL Journal bannerUC Berkeley

About The CATESOL Journal

The CATESOL Journal is the official, refereed journal of the CATESOL organization. CATESOL represents teachers of English language learners throughout California, promoting excellence in education and providing high-quality professional development.

The CATESOL Journal has two main goals:

  1. To present engaging, relevant, practitioner-oriented articles to a readership of teachers, teachers trainers, researchers, program administrators, and graduate students in California contexts.
  2. To support and mentor authors who teach, conduct research, administer programs, and/or study in California contexts.

Journal Information

  • The CATESOL Journal is published once to twice a year. Electronic versions are available at www.catesoljournal.org.
  • The CATESOL Journal is listed in Linguistics and Language Behavior Abstracts, and the full text is available through ERIC and the EBSCO’s Education Source database.
  • Communication regarding permissions to reprint should be addressed to The CATESOL Journal editors at catesoljournal@gmail.com.
  • Membership inquiries should be directed to Membership at http://catesol.org/contact. Telephone: (714) 369-5094.

Aims and Scope

Articles in The CATESOL Journal focus on theory, research, pedagogy, and educational policy related to the teaching of English to speakers of other languages, including US-born bilinguals, Generation 1.5 students, immigrants, and international students. Articles may focus on any educational level, from kindergarten to university, as well as on adult school and workplace literacy settings.

The format of these articles is flexible, allowing for the investigation of topics that might not fit into the constraints of a “traditional” research article template.

Based on current or emergent trends in the field of TESOL, these articles present well-argued viewpoints regarding:

  • theory, research, pedagogy, and/or educational policy;
  • effective instructional techniques and classroom practices;
  • analyses of approaches for specific student populations;
  • curricular changes;
  • pilot studies, or
  • other discussions that are of interest to our readership.

These articles should go beyond restating others’ ideas to presenting original interpretations, reinterpretations, insights, or applications.

Samples: Pritchard, 2011-2012; Stokes-Guinan & Goldenberg, 2010-2011

Top