About the Journal

TESOL in Context is the peer-reviewed publication of the Australian Council for TESOL Associations (ACTA) for teachers, researchers and others interested in TESOL within Australia and internationally. Normally two issues are produced each year. TESOL in Context is an internationally refereed journal with a wide target audience, both national and international. Readership includes TESOL / EAL professionals working in all sectors of education; universities, primary and secondary schooling, early childhood settings, adult migrant programs, vocational training, ELICOS and TESOL teacher education, both in Australia and internationally. Articles published in TESOL in Context typically examine the nexus between theory and practice.

The aims of TESOL in Context are to provide professionals in the field with insights into TESOL issues in Australia and internationally
and contribute to the development of classroom expertise through dissemination of current research and thinking around TESOL.

ISSN 2209-0916

TESOL in Context is an internationally refereed journal with a wide target audience, both national and international.  Readership includes TESOL / EAL professionals working in all sectors of education; universities, primary and secondary schooling, early childhood settings, adult migrant programs, vocational training, ELICOS and TESOL teacher education, both in Australia and internationally.  Articles published in TESOL in Context typically examine the nexus between theory and practice.  The aims of TESOL in Context are to

  • provide professionals in the field with insights into TESOL issues in Australia and internationally
  • contribute to the development of classroom expertise through dissemination of current research and thinking around TESOL

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Current Issue

Vol. 32 No. 1 (2023): Teaching English Language Learners Across the Curriculum
					View Vol. 32 No. 1 (2023): Teaching English Language Learners Across the Curriculum

This Special Issue has two primary goals. Firstly, we aimed to bring together diverse perspectives and voices from across Australia that showcase the remarkable efforts that teachers and educators are already doing to cater for the needs of EAL/D learners in schools and mainstream environments. Secondly, and while acknowledging these commendable efforts by educators, we argue that more work is needed to address the persistent challenges in providing tailored support that addresses the diverse linguistic and cultural backgrounds of EAL/D students. We acknowledge that catering for EAL/D learners’ needs in schools and mainstream classes involves more than just structural adjustments. It necessitates a paradigm shift in educational perspectives. Beyond the accommodation of linguistic diversity, there is a crucial need to challenge and disrupt dominant deficit views that may prevail in educational settings. The insights gathered from these articles illuminate the multifaceted and dynamic landscape of EAL/D education in Australia. They collectively underscore the necessity for an integrated approach that encompasses not only specialized pedagogies but also a deep understanding of the cultural and linguistic diversity present in our classrooms.

Published: 2023-11-23

Full Issue

Front Matter

Editorial

End Matter

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