You know that MinneTESOL Journal is a resource for academically rigorous, yet practitioner-friendly and relevant articles related to English language education in Minnesota and surrounding states. You know that you can access and share articles through the Journal’s open-access, fully online and free platform. But did you know that whether you are a new or seasoned teacher, teacher educator, or emerging expert in the field, you can partner with MinneTESOL Journal to develop and share your expertise?
As a practitioner, you can work with the editors to craft what is working well in your classroom into an evidence-based practice article. As a teacher educator, you can leverage MinneTESOL Journal articles as thought-provoking springboards for discussion or models for linking theory to practice. Furthermore, MinneTESOL Journal now offers the options of blind peer review or editorial board review for both our Spring and Fall issues. Increased opportunities for blind peer review provide an excellent opportunity for graduate students to take their scholarship to the next level. MinneTESOL Journal’s peer review process is rigorous yet supportive of new authors. If a submission shows potential for publication, our senior editors work closely with authors, mentoring them through revisions and toward publication.
MinneTESOL Journal currently has opportunities for ambassadors to share the Journal’s work, and reviewers to provide rich guiding feedback on manuscript submissions. The Journal will also be moving into a new phase of leadership, with opportunities to join the editorial team. Please contact senior editors Jen Vanek or Jen Ouellette-Schramm regarding how you would like to get involved!
