Since textbook reviews are published in the Teaching Linguistics section of Language, the editors request that such reviews only be written by instructors who have previously used the text (or parts thereof) in their courses. This practice ensures that, in addition to a qualitative summary of the text, reviews also address pedagogical issues related to use of the text. Books reviewed in this section need not be traditional textbooks, but a large emphasis of the review must focus on the book's pedagogical applications in order to be considered for publication in this section.
In order to allow for reviews of current textbooks, and to avoid multiple reviews of the same text, we ask that authors interested in reviewing books authored in the last three years email the associate editors, expressing their intent to author a review of the text. Authors will be selected on a first-come, first-served basis, and allotted four months to submit their review.
We highly encourage review authors to consider collaborating with a former student who was enrolled in the course in which the text was used. While this collaboration is not a requirement, including a student's perspective is important to these reviews.
Structurally, we are interested in pedagogical implications of using the text. As such, we encourage the following outline for textbook reviews:
- Introduction: Basic introduction to the text, its intended use and its strength. Information about the course for which the text was used can add context to the review and should be included here. Additionally, any important information about the review itself that the authors would like to convey should be included here.
- Brief summary: A summary of the book, either by section/unit or by chapter, as detailed as you think others interested in using the text might need it to be.
- Student's perspective: In several of our already published reviews, reviewers collaborated with former students to author the review. As such, the student co-author was able to include their perspective and that of their classmates. If no student co-author is available, we encourage the author to ask former students to briefly comment on the text and its perceived usefulness.
- Instructor's perspective: Use this section to qualitatively assess the text. You may choose to also make suggestions for use of the text (or its parts) for other courses.