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# About TESOL in Context

Journal of ACTA, Australian Council of TESOL Associations

## ACTA statement

TESOL in Context is a refereed journal with a wide target audience, both national and international. Readership includes TESOL / EAL professionals working in all sectors of education; universities, primary and secondary schooling, early childhood settings, adult migrant programs, vocational training, ELICOS and TESOL teacher education, both in Australia and internationally. Articles published in TESOL in Context typically examine the nexus between theory and practice.

## The aims of TESOL in Context are to:

* provide professionals in the field with insights into TESOL issues in Australia and internationally

* contribute to the development of classroom expertise through dissemination of current research and thinking around TESOL.

For **guidelines** on length and presentation of items submitted to TESOL in Context, please consult the Notes for Contributors.

**Copyright** for all articles published in TESOL in Context is vested in the journal. Permission to publish articles elsewhere should be sought from the Editors.

## Please note

Views expressed in contributions to TESOL in Context do not necessarily reflect those of ACTA.

## For this issue

Co-Editor: Rod Neilsen Deakin University, VIC

Co-Editor: Michiko Weinmann Deakin University, VIC

Co-Editor: Ruth Arber Deakin University, VIC

## For next issue (29/2)

Co-Editor: Gary Bonar Monash University, VIC

Co-Editor: Anne Keary Monash University, VIC

Co-Editor: Gillian Pennington
Co-Editor: Yvette Slaughter University of Melbourne, VIC

## Journal Coordinator for this Issue

Carly Minett tic@tesol.org.au

## Editorial board

Russell Cross The University of Melbourne

Ester de Jong University of Florida

Beverly Derewianka The University of Wollongong

Toni Dobinson Curtin University

Joseph Lo Bianco The University of Melbourne

John Macalister Victoria University of Wellington

Paul Nation Victoria University of Wellington

Please note: Due to a delay in publication of this issue, the editorial for this December 2020 issue was written early in 2021.
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*Mission statement*

**ACTA** is the national coordinating body representing all teachers of English to speakers of other languages. It aims to promote and strengthen English whilst supporting people's linguistic and cultural heritage. English is the language of public communication and the lingua franca for the many different sociocultural groups in Australia, as well as a major language of international communication. For full and effective participation in education, society, and in the international arena, competence in English is necessary.

**TESOL** is the teaching of English by specialist teachers to students of language backgrounds other than English in order to develop their skills in spoken and written English communication. At the same time, TESOL teachers strive to be sensitive to the diverse linguistic, cultural, and learning needs of individuals.

**TESOL** draws on a knowledge of the nature of the English language, first and second language acquisition, crosscultural communication, and appropriate curriculum, materials, and methodology for multicultural contexts. It is an integral part of the broader social, educational, and political context. It can inform and be informed by this context.

As a program, profession, and field of study and research, TESOL shares certain understandings and practices with the subject English as a mother tongue, child and adult literacy, languages other than English (LOTE), and bilingual and multilingual education, but also has distinct characteristics.

*ACTA's objectives are*

**To represent and support the interests of teachers of English to speakers of other languages ACTA** is committed to quality teacher training and professional development in TESOL and working conditions and career paths which enable teachers to have the stability and continuity of employment to develop, maintain, and deliver quality programs.

**To ensure access to English language instruction for speakers of other languages ACTA** is committed to ensuring that all students with ESL needs have access to programs that acknowledge and meet their diverse specific needs. These students may be Aborigines or Torres Strait Islanders, permanent residents with LOTE backgrounds, refugees, fee-paying overseas students, or students in Australian-sponsored programs overseas.

**To encourage the implementation and delivery of quality professional development programs ACTA** is committed to the development and maintenance of the highest quality programs for students at pre-primary, primary, secondary, and tertiary levels that are appropriately funded, resourced and staffed, and articulated in clear pathways.

**To promote the study, research, and development of TESOL at state, national, and international levels ACTA** is committed to ensuring that TESOL and TESOL related issues are debated and accorded due recognition in state and national policy initiatives as well as in the international community.