Submission Information

WPEL (Working Papers in Educational Linguistics) presents works in progress primarily by Penn-affiliated students and faculty working in areas of educational linguistics. Areas include, but are not limited to, second language development, sociolinguistics, pragmatics, language ideologies, language planning and policy, literacy, TESOL methods and materials, heritage language education, bi-/multilingual education, classroom research on language and literacy, discourse analysis, linguistic anthropology of education, technology and language learning, language and gender, language and the professions, and language-related curriculum design.

Submissions to WPEL cannot be under consideration for publication elsewhere unless permission has been granted by the other publications. In this case, it is the author’s responsibility to obtain the necessary permission and citation. We ask that any WPEL article published elsewhere at a later time include a reference to WPEL. The individual authors retain copyright privileges.

Articles not accepted for the current issue may be rewritten and resubmitted for the following edition. A recommendation to rewrite is not a guarantee of future publication in WPEL.

Submission deadlines are generally in May and October. Please email us (wpel@gse.upenn.edu) or subscribe to our mailing list (https://wpel.gse.upenn.edu/subscribe) to receive calls for papers and updates.

Guidelines

Cover Page

On your cover page include the article title, your name, telephone number, mailing address, e-mail address, and a fifty-word biography. Do not include your name on any other pages of your paper.

Abstract

Include an abstract of approximately 125 words.

Theoretical Framework and Literature Review

The theoretical framework should include specific theories and bodies of literature that you are drawing from to situate your study. The literature review should be concise and directly related to the research study. WPEL does not generally publish papers that are only literature reviews.

Methods

The methods section should provide the research design, participants, materials, procedures, and any other relevant information.

Findings and Analysis

The paper should include any findings from your research study and an analysis section in which you discuss those findings, including but not limited to themes, implications, and limitations.

Font

The font used in the submissions should be in Palatino 11.

Tables and Figures

Please consult the Publication Manual of the American Psychological Association, Sixth Edition and recent issues of WPEL for examples of how to format tables and figures.

Page Numbers

Please include page numbers and a running head.

Length

Submissions do not normally exceed 7500 words

References and Citations

The text should be fully documented with accurate references and corresponding in-text citations as set forth in the Publication Manual of the American Psychological Association, Sixth Edition:

  • García, O., & Menken, K. (2010). Stirring the onion: Educators and the dynamics of language education policies (looking ahead). In K. Menken & O. García (Eds.), Negotiating language policies in schools: Educators as policymakers (pp. 249–261). New York, NY: Routledge.
  • Ellis, R. (1994). The study of second language acquisition. London, England: Oxford University Press.
  • Kessler, C. (Ed.) (1992). Cooperative language learning: A teacher’s resource book. Englewood Cliffs, NJ: Prentice Hall Regents.
  • Sridhar, S. N., & Sridhar, K. K. (1980). The syntax and psycholinguistics of bilingual code mixing. Canadian Journal of Psychology, 34(4), 409–416.

 

Citations in the text of the article should be formatted as in these examples: 

  • Anzaldúa (1987) in a paper on . . .
  • Smitherman (1977) states that “. . .” (p. 25).
  • “. . .“ (Wolfson, 1983, p. 85).
  • According to Ochs and Shieffelin (1989, as cited in Saunders, 1994, p. 13) . . .
  • . . . (Ochs & Shieffelin, 1989, as cited in Saunders, 1994, p. 13).
  • The position taken by O’Malley et al. (1987) . . .
  • As many sources have suggested (e.g., deBot & Stoessel, 2000; Martin-Jones, 1995; Pfaff, 1979; Yoon, 1992) . . . [list authors in alphabetical order]
  • . . . (Leena Huss, personal communication, April 13, 2003).
  • As Huss has noted, .As Huss has noted, . . . (personal communication, April 13, 2003).

 

For common questions regarding style, including electronic references and citations, see http://www.apastyle.org/ for more information.

Editors make every effort possible to ensure the accuracy of all references and citations; however, final responsibility remains with the author of each article.

Ethics

Authors should follow the ethical guidelines for research set forth by their academic institutions.

All correspondence should be sent to the following address:

Working Papers in Educational Linguistics

Educational Linguistics Division

Graduate School of Education

3700 Walnut Street

Philadelphia, PA 19104-6216 

wpel@gse.upenn.edu

www.gse.upenn.edu/wpel