| Discipline | Language |
|---|---|
| Language | English |
| Edited by | Charlene Polio Peter De Costa |
| Publication details | |
| History | 1967-present |
| Publisher | Wiley-Blackwell on behalf ofTESOL International Association |
| Frequency | Quarterly |
| 2.056 (2016) | |
| Standard abbreviations ISO 4 (alt) · Bluebook (alt) NLM (alt) · MathSciNet (alt  ) | |
| ISO 4 | TESOL Q. |
| Indexing CODEN (alt · alt2) · JSTOR (alt) · LCCN (alt) MIAR · NLM (alt) · Scopus · W&L | |
| ISSN | 0039-8322 (print) 1545-7249 (web) |
| LCCN | 81641752 |
| OCLC no. | 781542508 |
| Links | |
TESOL Quarterly is a quarterlypeer-reviewedacademic journal published byWiley-Blackwell on behalf ofTESOL International Association. It covers English language teaching and learning, standard English as a second dialect, including articles on thepsychology andsociology oflanguage learning and teaching, professional preparation,curriculum development, and testing and evaluation. Theeditors-in-chief areCharlene Polio and Peter De Costa, both atMichigan State University. TESOL also publishesTESOL Journal.
According to theJournal Citation Reports, the journal had a 2016impact factor of 2.056, ranking it 14th out of 182 journals in the category "Linguistics"[1] and 34th out of 235 journals in the category "Education & Educational Research".[2] There has been a substantial increase in the past three years under the editorial leadership of previous editors, Brian Paltridge andAhmar Mahboob, both ofthe University of Sydney: the 2015 impact factor was 1.513, and 2014 impact factor was 0.940.
At the April 1963 annual conference of the National Association for Foreign Student Affairs (NAFSA), now stands for Association of International Educators, there was a suggestion about a small conference of representatives from various kinds of ESOL programs. The pilot meeting was held in D.C. on September 12, 1963. There were representatives from NAFSA,Center for Applied Linguistics (CAL), theNational Council of Teachers of English (NCTE), theModern Language Association (MLA), theSpeech Association of America (SAA), theBureau of Indian Affairs, the state educational systems of California, Michigan, Florida, Arizona, New Mexico, the city of New York, and Canada. They decided that a national convention on the teaching of English to speakers of other languages should be held in Arizona, May 8–9, 1964. They also decided that there was a need for a professional journal associated with the conference. The first conference took place with 700 participants. At this point,TESOL organization was called The National Advisory Council on Teaching of English as a Foreign Language (NACTEFL). Anad hoc committee representing professional organizations, state educational systems, and individuals concerned with the teaching of English to speakers of other languages met on January 30, 1965. They prepared a brief for the meeting and came up with a questionnaire to enable any and all members of the Teaching English to Speakers of Other Languages, Inc. (TESOL) was established in 1966. Thus, TESOL became its own separate organization. At the third annual meeting, they also made the first steps for TESOL Quarterly and they appointed their first editor, Betty Wallace Robinett fromBall State University, Indiana.[3]
Volume 1, Issue 1 of theQuarterly was published in March 1967. In the editorial of the first issue, the emphasis is put on practical matters. Moreover, even at its initiation, TESOL had global goals. It was concerned with English as a Second Language, as well as English as a Foreign Language. The first issue raised three concerns for the field; there is a high demand for ESL or EFL overseas, there are more than 100,000 foreign students in the U.S. and Canada and there is a need to help raise the language competence of these students, and lastly, there are several millions of residents in the U.S. whose first language is not English and teachers need support.
The first issue also listed goals for the journal and the organization. Brief version of the goals is as follows;
Also, there were several goals about what TESOL could achieve nationally;
Some of the topics from the first issue were; teaching the sounds of English, the place of dictations in the ESL classroom, teaching reading and composition, the need for materials for teaching to Southwestern Indian speakers, teaching English to Spanish-English speakers, current trends of teaching English in France, curriculum trends in TESOL, programs administered by the U.S. department of Education.
On the 50th anniversary, TESOL Quarterly titled their annual report (2016) "Reflecting Forward".[5] In this report, it is stated that, based on the 2015-2016 data, TESOL has more than 11,000 members in 160 countries. In addition, it started to provide grants and awards to its members. Each award provides up to US$2500 for applicants who are currently working on research or would like to start research projects that are aligned with the TESOL Research Agenda. TESOL received 67 grant request submissions in 2016.
In terms of publishing, articles from expanding circle countries increased dramatically around the 1990s. Also, studies in EFL countries increased in the past 20 years and most of these articles came fromAsia Pacific contexts. In this report,Canagarajah summarizes the changes and the emerging trends as follows;
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