for contributors

Manuscripts are only accepted electronically and should be double-spaced--including title page, text, tables, charts, references, notes, and appendixes--and must adhere to the guidelines of the Publication Manual of the American Psychological Association (6th ed.). The first page should include the title, name(s), and affiliation(s) of author(s) and full contact addresses for correspondence (including e-mail).

The second page should include the title (but no author identification), an abstract of not more that 150 words, a list of up to 6 key words, and a word count. Use either American or British spelling consistently within an article.

Manuscripts should normally be no more than 25 to 30 double-spaced pages (including references, notes, figures, and tables). Minimize the number of notes. Use endnotes rather than footnotes. Tables and figures should be placed after the references, each on a separate page with an indication as to where in the text where they occur.

Figures, tables, and black-and-white photos must be submitted in .jpg, .gif, or Word documents. Please contact the editors to inquire about undertaking a review; unsolicited reviews will not be accepted. Reviews should be between 1,500 and 2,000 words. Guidelines are the same as for articles. Only original work not previously published and not currently under review elsewhere will be considered. Contributions should be in English and will be reviewed anonymously. Send contributions electronically to cils@isls.co.

about critical inquiry in language studies

Critical Inquiry in Language Studies: An International Journal (CILS) is the peer-reviewed, quarterly official journal of the International Society for Language Studies. Language studies overlaps fields of applied linguistics, language policy, language planning, modern languages and literatures, education, anthropology, sociology, history, political science, psychology, and cultural studies (including related fields such as law, media, and information technology). CILS is published by Routledge.

CILS focuses on critical discourse and research in language matters, broadly conceived, that is generated from qualitative, critical pedagogical, and emergent paradigms. In these paradigms, language is considered to be a socially constituted cultural construct that gives shape to, and at the same time is shaped by, the larger social, political, and historical contexts of its use. Research on issues of language from such perspectives has historically been marginalized as well as compartmentalized within academic disciplines. The primary purpose of the journal is to provide a forum for discussion of the research from such emerging paradigms and at the same time to bridge arbitrary disciplinary territories in which it is being done.

CILS seeks manuscripts that present original research on issues of language, power, and community within educational, political, and sociocultural contexts with broader reference to international and/or historical perspective. Equally welcome are manuscripts that address the development of emergent research paradigms and methodology related to language studies. Though CILS seeks to present a balance of research from contributing disciplines, interdisciplinary foci are encouraged, with the goal of fostering a dialogue among those who teach languages and literatures and those who teach about language(s) in related fields. A second focus of CILS is to provide, through its book and media review section, a vehicle for communication among disciplines regarding existing publications and research in the field of language studies.

EDITORS

Miguel Mantero, University of Alabama, Editor
John L. Watzke, University of Portland, Editor
Maria Fernanda Montes Valencia, Saint Louis University, Associate Managing Editor
Paul Chamness Miller, Purdue University North Central, Associate Editor, Media Reviews
Lisa Stevens, Boston College, Associate Editor, News & Notes

EDITORIAL ADVISORY BOARD

Michael Apple, University of Wisconsin
Elsa Roberts Auerbach, University of Massachusetts Boston
Francesca Balladon, University of Natal
Dennis Baron, University of Illinois
Charles Bazerman, University of California, Santa Barbara
Sari Knopp Biklen, Syracuse University
James Cummins, Ontario Institute for Studies in Education, University of Toronto
Richard Donato, University of Pittsburgh
Carole Edelsky, Arizona State University
Rosalie Finlayson, University of South Africa
James Gee, University of Wisconsin
François M. Grin, Université de Genéve
Joan Kelly Hall, Pennsylvania State University
James Lantolf, Pennsylvania State University
Cynthia Lewis, University of Minnesota
Angel Lin, The University of Hong Kong
Allan Luke, University of Queensland
Donaldo Macedo, University of Massachusetts, Boston
Frank Nuessel, University of Louisville
Margaret Obondo, Rinkeby Institute on Multilingual Research, Stockholm
Terry A. Osborn, University of South Florida Sarasota Manatee
Aneta Pavlenko, Temple University
Alastair Pennycook, University of Technology Sydney
Robert Phillipson, Copenhagen Business School
Timothy Reagan, Central Connecticut State University
Elana Shohamy, Tel Aviv University
Tove Skutnabb-Kangas, University of Roskilde
François Tochon, University of Wisconsin
James Tollefson, International Christian University
Guadalupe Valdés, Stanford University
Teun A. van Dijk, Universitat Pompeu Fabra