About the Journal

Focus and Scope

Dialogues aims at fostering dialogue and collaboration between diverse and often separated groups—universities, community colleges, intensive English programs, adult education programs, TESOL graduate and certification programs, K-12 licensure programs, and others.  

We welcome theory- or praxis-focused articles, interviews, and reviews offering critical exploration of principles and best practices for English language teaching and research, drawing on a range of fields, such as linguistics and applied linguistics, literacy and language acquisition, childhood through adult education, second-language writing, rhetoric and communication, cultural studies, English studies, and other related fields. We especially encourage articles that are accessible and applicable to the various audiences and contexts represented in this journal.

Peer Review Process

Article manuscripts are first reviewed by the editor, who ensures that they fit the scope, focus, and caliber of the journal before they are sent to peer reviewers. After the editor approves a manuscript for review, it enters a double-blind peer review process in which the author(s) and reviewer(s) remain anonymous.

Reviewers evaluate each article based upon the following criteria:

  • originality and relevance within the field of English language teaching and learning
  • soundness of methodology and validity of supporting evidence
  • salient references to appropriate secondary research; and
  • conformity to conventions of academic writing in English.
After evaluating the manuscript, reviewers make a recommendation to the editor for its acceptance, rejection, or revision. The editor then makes a final decision on the manuscript’s status and notifies the author accordingly.

Open Access Policy

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

Journal History

Founded at North Carolina State University in 2016, Dialogues was conceived as an open-access, peer-reviewed journal for researchers and practitioners to exchange current scholarship and practice related to English language teaching and learning. The journal aims to facilitate discussions across the boundaries of often disparate yet related fields—such as applied linguistics, second language writing, elementary and secondary education, and TESOL—and allow researchers and practitioners to stay abreast of the most current ideas and trends in these fields, while fostering interdisciplinary collaboration.