The FLTMAG (https://fltmag.com/) is a quarterly, praxis-oriented publication focused on technology integration in the foreign language classroom. Our goal is to provide practical and timely information about emerging technologies, classroom projects, institutional initiatives, and conferences/symposia. Contributions to The FLTMAG are reviewed with open peer review.

FLTMAG articles are less formal in tone and shorter in length than those of more traditional academic publications. We are not looking for extensive lit reviews or extensive citations that are typical of research papers. Rather, we are looking for articles written in a conversational style in which the author’s voice is evident. We want to hear personal reflections on the use of a product or the results of a project from the viewpoint of both instructors and the students. If an article was originally written for a traditional academic journal, it is unlikely that it would be suitable for The FLTMAG without major revisions.

In an effort to encourage a diversity of voices, The FLTMAG is committed to working with authors to get their work in a publishable form. While we expect authors to be familiar with the basic tenets of good language teaching, we do not advocate for a particular pedagogical approach. We do not have the traditional distinction of accept/accept with revisions/reject distinctions typical of most academic publications as we try to publish as many things as possible even if that requires us to help the author revise the piece. Graduate students and early career instructors are encouraged to make submissions for publication.

Please fill out this brief form if you are willing to be a reviewer for The FLTMAG (https://fltmag.com/).
If you have questions, please email fltmag@iallt.org.