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Open Access Publications from the University of California

The CATESOL Journal

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Article Types and Topics

The CATESOL Journal is the official journal of CATESOL. It is a refereed academic journal published twice a year. The CATESOL Journal is listed in Linguistics and Language Behavior Abstracts (LLBA), and the full text is available through the EBSCO’s Education Source database. 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.

Submission is open to all; authors do not need to be members of the CATESOL organization to submit a manuscript, but priority is given to California authors.  Additional information regarding submission types and topics is listed below:

Articles focusing on pedagogical practices, programs, policy, and perspectives (up to 20 double-spaced pages including references and appendices):

·       Based on current or emergent trends in the field of TESOL, exchanges present

        a) well-argued viewpoints regarding theory, research, pedagogy, and/or educational policy;

        b) effective instructional techniques and classroom practices;

        c) analyses of approaches for specific student populations;

        d) curricular changes;

        e) pilot studies, or

         f) 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.


Empirical or bibliographic research articles (up to 30 pages, double-spaced pages including references and appendices): 

·       Research-based articles should be driven by pedagogical problems and research questions that address those problems. 

·       We encourage the submission of classroom-based and reflective teaching research.

·       These articles should

        a)    show evidence of rigorous scholarship,

        b)    make an original contribution to the field of education,

        c)    contain ample references, and

        d)    provide readers with insights that they can generalize to their own educational settings. 

·       We welcome both qualitative and quantitative research.

        a)    We ask authors to keep the literature review and methods sections succinct and instead emphasize the findings and the
                applications of those findings to pedagogical issues. 

        b)    Articles that contain statistical analysis must be written in such a way that a general audience of educators (not just
                statisticians) understand the methods and findings. 

        c)     Quantitative research articles should foreground findings rather than the tables of statistical data used to reach those
                 findings. We recommend placing large statistical tables in the appendices.


Reviews of books and other published materials (up to 4 pages):

·       Review guidelines can be found at


Proposals for theme sections: 

·       Those interested may also submit a proposal to serve as guest editor of a theme section.

·       The proposal should include

        a)    a cover letter explaining the rationale for the theme section;

        b)    a tentative list of four to six authors who have agreed to write articles for the theme section; and

        c)     titles and abstracts of the proposed articles.


Graduate student perspectives: 

·       Articles for this theme section, published periodically, are written by graduate students and focus on various aspects of the   
        graduate experience: professional development, the theory-to-practice connection, identity and socialization into the field, and
        so on.

·       Articles are edited and specific themes for each Graduate Student Perspectives section are chosen in collaboration with the
        graduate student representative(s) on the CATESOL Board. 

·       When applicable, a specific call for submissions is listed on the CATESOL Journal webpage “Graduate Student Theme Section
         well in advance of the manuscript deadline.

For general information about The CATESOL Journal and information about submitting articles and proposals, please contact:

Mark Roberge, The CATESOL Journal Managing Editor

For information about submitting book reviews, see or please contact:

Jennifer Johnson, The CATESOL Journal Book Review Editor

If you have any questions, please feel free to contact the editors at any time.