The NECTFL Review is a peer-reviewed academic journal. Since 2000, the NECTFL Review has published articles of interest to instructors, researchers, and administrators at all educational levels on theory, research, and classroom practice in language teaching. We encourage both scholarly articles that present original research, as well as original articles, focused on classroom practices and experiences. All articles, including those commissioned by the editors or those solicited for special issues, undergo a blind review by outside reviewers/readers. The publication of the NECTFL Review is a collaborative effort involving the Editor, Reviews Editor, Editorial Board, and the NECTFL Board of Directors.

The front section of the journal contains longer articles (20+ pages) that deal with qualitative and quantitative research on language pedagogy and acquisition; pedagogical strategies; materials and curriculum development; the role, implementation, and integration of technology in language teaching; the teaching of literature; assessment; advocacy and community-based/service-learning projects; and international studies. Manuscripts from teachers, researchers, administrators, and teacher educators at all levels, pre-K through university, are encouraged.

The new Language Classroom section features shorter articles (8+ pages/1,500–2,500 words) focused on classroom practices and experiences. We invite submissions from language educators at all levels that address topics such as: classroom instruction, curriculum design, assessment & feedback, leadership and advocacy, planning and program design, technology integration, student experiences, or other similar topics. These articles should focus on the language classroom and are not intended to present research findings. We are looking for focused and concise articles that share research-based classroom practices and experiences in the language classroom.

The NECTFL Review is included in several databases: ERIC, The Modern Language Association Directory of Periodicals, and EBSCOhost service. The NECTFL Review also has an ISSN number from the Library of Congress: ISSN 2164-5957 for our earlier print journals and ISSN 2164-5965 for our online journal.

Through its articles, NECTFL provides professional development and services to educators at all salary levels entirely free of charge — by helping teachers grow and learn, we help the schools and communities of our many world language learners!

Creative Commons License

Creative Commons IconNECTFL is pleased to announce that articles and reviews published in the NECTFL Review are now covered by a Creative Commons license. This license gives every person a free, simple, and standardized way to grant copyright permissions for creative and academic works; ensure proper attribution; and allow others to copy, distribute, and make use of those works. The license we are applying is the CC BY: “This license allows reusers to distribute, remix, adapt, and building upon the material in any medium or format, so long as attribution is given to the creator [copyright holder: NECTFL]. The license allows for commercial use.

Information about how to give attribution can be found here and here. Note: The current license is a CC BY 4.0 license.

For authors who have previously published articles in the NECTFL Review, this license is applicable and can be added to your article. If you would like to affix the license to your work, please contact the editor of the journal.


Full Issues of The NECTFL Review 

For issues dating 1998–2005, please contact us.