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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 Genève
Joan Kelly Hall, Pennsylvania State University
James Lantolf, Pennsylvania State University
Cynthia Lewis, University of Minnesota
Angel Lin, City 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, Fordham University
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
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Publications
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 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
John L. Watzke, St. Louis University,
Editor
Melisa Cahnman, University of Georgia,
Associate Editor,
Media Reviews
David Schwarzer, University of Alabama,
Associate Editor,
Media Reviews
Lisa Stevens, Boston College, Associate Editor, News
& Notes
Lourdes Tolosa, University of Georgia,
Editorial Assistant,
Media Reviews
ISLS Announces Three New Book Series
Readings in Language Studies Volume Series
Language Studies Course and Practice-Based Series
Emergent Scholars in Language Studies Volume Series
Click here
for more information
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INSTRUCTIONS 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 (5th 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
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