New Equinox Journal: SLTE

All News Items,

Second Language Teacher Education (SLTE) is a peer-reviewed international forum devoted to research on the policy and practice of second language teacher education. SLTE welcomes submissions which approach issues in teacher education from the perspectives of globalization, postcolonial debates, English as an international language (EIL), sociocultural theory, postmethod pedagogy, constructivist views, and critical applied linguistics. SLTE encourages submissions on teacher education in various international contexts and publishes studies with a quantitative, qualitative, or mixed-methods design. Hence, studies which report on data collected through surveys, interviews, narrative frames, observations, stimulated recall, reflective journals, think aloud, and focus groups in the context of second language teacher education, rather than teacher education in other fields, fall within the scope of SLTE. In addition, SLTE publishes invited feature articles, state of the art articles, and meta-analysis and synthesis studies focused on language teacher education.


Please see the link:




Thomas S.C. Farrell, Brock University, Canada

Zia Tajeddin, Tarbiat Modares University, Iran


Associate Editors

Fiona Farr, University of Limerick, Ireland

Steve Mann, University of Warwick, United Kingdom

Minh Hue Nguyen, Monash University, Australia

Bedrettin Yazan, University of Texas, San Antonio, United States


Editorial Board

Gary Barkhuizen, University of Auckland, New Zealand

Roger Barnard, University of Waikato, New Zealand

George Braine, formerly of The Chinese University of Hong Kong, Hong Kong

Anne Burns, University of New South Wales, Sydney, Australia

Fiona Copland, University of Stirling, United Kingdom

Farahnaz Faez, Western University, Canada

Anne Feryok, University of Otago, New Zealand

Donald Freeman, University of Michigan, United States

Christine C. M. Goh, Nanyang Technological University, Singapore

Paula Golombek, University of Florida, United States

Mohmmad R. Hashemi, Kharazmi University, Iran

Mohammad Nabi Karimi, Kharazmi University, Iran

Kendall King, University of Minnesota, United States

Maggie Kubanyiova, University of Leeds, United Kingdom

Enric Llurda, Universitat de Lleida, Spain

Ahmar Mahboob, University of Sydney, Australia

Peter Medgyes, School of English and American Studies, ELTE, Hungary

Jack C. Richards, University of Sydney, Australia

Amy B. M. Tsui, University of Hong Kong, Hong Kong

Steve Walsh, Newcastle University, United Kingdom



There are two issues each year, November and May and the first issue will be in May 2022. Please share this information with all of your colleagues.