RADICAL TEFL

CALL FOR ARTICLES
AND GUIDELINES FOR CONTRIBUTORS
Radical TEFL would like to publish work which probes beneath the surface of
EFLT: work which examines assumptions, myths or contemporary orthodoxy in
our field, or which in some way put under the spotlight some aspect of EFLT.
The following kinds of articles would be welcomed:
1) For EFLT to construct more secure foundations for its practice,
it can learn from “reports from the classroom” which treat aspects of the
realities of large-class teaching. Articles are needed from teachers,
perhaps reporting on problems met in pedagogy (See pages 4,5 & 6).
2) Radical TEFL would like to publish longer and more analytical
articles which perhaps draw on educational thinkers from outside EFLT,
whose thought and experience could open up new and fresh approaches
and perspectives to understanding our problems, while related to
classroom realities. For example, the classroom researchers James
Calderhead, Donald McIntyre and Graeme Nuthall, from mainstream
education, offered numerous ideas and understandings about teaching,
and about learning about teaching, but which have not yet been
considered for their specific implications for TEFL.
For the coming issues the following specific themes are suggested:
ISSUE NUMBER 5
(For publication in March 2018, and articles needed for 30 September 2017):
“What can EFLT learn from the teaching and learning of other school subjects?”
This could include discussion of different approaches to TEFL (and Modern
Language Teaching), or approaches to designing TEFL materials, in different
countries, and differing local contexts.
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