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TESOL Communications (TC) is a fully double-blind peer-reviewed international journal published by Clifford Media International. As the sister journal to the International Journal of TESOL Studies (Scopus), TC serves as a bridge between research and practice in the field of English language teaching and learning. The journal is dedicated to fostering meaningful dialogue between researchers and practitioners by providing a platform for sharing innovative, research-informed practices and practitioner-led insights. It focuses on the practical implications of current theories and research, featuring articles that present practice-oriented studies, reflective teaching practices, and collaborative projects between educators and researchers.
TESOL Communications emphasizes contributions that address real-world challenges in English language education, including innovations in curriculum design, professional development for educators, the integration of technology into teaching and learning, and culturally responsive pedagogies. The journal also welcomes submissions that explore classroom-based research, action research, and strategies for fostering multilingual and multicultural learning environments. By highlighting the dynamic exchange of ideas and experiences, TC aims to support the professional growth of educators, advance the field of TESOL, and strengthen the connections between research and classroom practice.
TC is an Open Access journal and all published papers are licensed under the Creative Commons Attribution License 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, or to use them for any other lawful purpose. Authors retain copyrights and full publishing rights without restrictions.
There are no article processing charges or submission charges applicable to authors.
TESOL Communications (TC) invites proposals for special issues that align with the journal’s mission of bridging research and practice in English language teaching and learning. TC serves as a platform for meaningful dialogue between researchers and practitioners, emphasizing practical applications of current theories and research. Special issues provide an opportunity to explore emerging topics, innovative pedagogies, and pressing challenges in TESOL through a curated collection of articles.
Scope of Special Issues
Proposed special issues should focus on themes that reflect TC’s commitment to fostering the exchange of ideas between research and practice. Topics may include but are not limited to:
Special issues should include contributions that fall within the journal’s submission categories:
Proposal Guidelines
Individuals interested in guest editing a special issue should submit a proposal by following our proposal guidelines (Download Proposal Guidelines).
Proposal Submission
Interested guest editors should submit their proposals to the Chief Editor, Barry Lee Reynolds (BarryReynolds@um.edu.mo). Proposals will be reviewed by the editorial team based on their relevance, coherence, and potential contribution to the field of TESOL.
For further inquiries, please contact the Managing Editor, Xinghua Liu (info@tesolcommunications.com). We look forward to receiving proposals that contribute to advancing the dialogue between TESOL researchers and practitioners.