University of Bahrain
Scientific Journals
13. International Journal of Bilingual & Multilingual Teachers of English (Discontinued)
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- 13. International Journal of Bilingual & Multilingual Teachers of English (Discontinued)
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13. International Journal of Bilingual & Multilingual Teachers of English (Discontinued)
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e-ISSN 2210-1829
Editor-in-Chief:Dr. Salah Troudi
Founding Editor:Dr. Hasan AlWadi
Email: ijbmte@uob.edu.bh
Discontinued
No Publication Fee
The International Journal of Bilingual and Multilingual Teachers of English, IJBMELT, is a bi-annual, peer-reviewed publication for all teachers of English. The journal attempts to keep abreast of the current theoretical and practical developments made in the area of English language teaching by bilingual and multilingual English teachers and ELT professionals to improve and develop the reality of English Language teaching and learning in all levels of education. This journal specifically aims to advance knowledge of and to develop expertise in critical and scientific inquiry in ELT and language education. It also aspires to recognize the roles and contribution of bilingual and multilingual teachers of English as professional practitioners. The journal is intended for practicing teachers, academicians, researchers, teacher educators and graduate students who are involved in research and dissemination of knowledge in the field. This is a refereed online journal which will publish research studies and articles in an ongoing manner. All papers in this journal undergo anonymous peer review by two referees.
Editor-in-Chief:Dr. Salah Troudi
Founding Editor:Dr. Hasan AlWadi
Email: ijbmte@uob.edu.bh
Discontinued
No Publication Fee
Topics covered by the IJBMTE include, but are not limited to:
Identity, language culture and teaching, language policy, critical issues in ELT, critical applied linguistics, ICT in ELT, teacher education, bilingualism and multilingualism, native vs. nonnative in ELT, pedagogy and innovative practices, assessment, alternative assessment, nonnative learners,school language programmes, and curriculum issues.
This journal is indexed by these worldwide databases:
- Google Scholar
Editor-in-Chief
Salah Troudi
Graduate School of Education, University of Exeter, United Kingdom
Managing Editor
Hasan AlWadi
Bahrain Teachers College, University of Bahrain, Kingdom of Bahrain
Editorial Board
Bahrain Teachers College, University of Bahrain, Kingdom of Bahrain
Graduate School of Education, University of Exeter, United Kingdom
American University of Sharjah,United Arab Emirates
Bahrain Teachers College, University of Bahrain, Kingdom of Bahrain
National Institute of Education, Nanyang Technological University, Singapore
Higher Colleges of Technology, United Arab Emirates
Regent’s University London, United Kingdom
Guidelines for preparing various types of manuscripts for submission:
Research Articles
Manuscripts reporting original research using qualitative and/or quantitative data related to multilingual and bilingual ELT should include a literature review or theoretical and conceptual framework, research design and methods, data analysis and discussion sections.
Critiques, discussion papers and Commentaries
JBMTE welcomes submission of critiques that report on, or present opinions about issues and innovations in the ELT; present analyses of controversies in the field; apply research to practice-based settings in native or non-native teaching learning contexts; present new ideas or theories in teaching English as L1 or L2, in short essay form; or present reflections on professional practice or educational experiences in the context of current issues. Critiques should demonstrate well-informed and sound interpretations of educational issues and innovations that advance knowledge and improve practice in the field.
Action Research and Case Studies
IJBMTE pays special consideration to action research and case studies as they are considered one of fundamental sources that echo EL teachers’ voices who arethe real practitioners in the field all over the world. The IJBMTE believes that those who interact with students and who have significant insightsor expertise about teaching and learning English in monolingual and multilingual contexts should be given the priority to display their experiences in this regard. Articles focusing on what have been gained through practice and research are welcomed; the manuscripts in this regard are expected to contain detailed and thoughtful reflection and rigorous analysis of ideas, situations, and experiences
Book Reviews
IJBMTE publishes reviews of books in the ELT field. A book review should not exceed 2500 words. The IJBMTE also publishes Book Notes, which examine one book in up to 1,500 words. If you wish to recommend a book for review, please email us at: hasan.alwadi@gmail.com
Lengths of paper content, including appendices, references and footnotes: (tables and figures are excluded)
Submission Procedure
Manuscripts should be submitted in an electronic version only in MS-Word format
IJBMTE template.docx
with the
SPC copyright.pdf .
The IJBMTE accepts submissions only through "Submission button".
Publisher: University of Bahrain, Centre for Scientific Publication, Kingdom of Bahrain.
Benefits of publishing in IJBMTE:
Review Process in the BMTE
BMTE has a two-stage review process. In the first stage, all manuscripts that are submitted to the BMTE will go through an initial screening process and be read by two Editorial Board members. Those that pass the first stage are passed on to two or three field experts for review. Authors of manuscripts rejected at this stage will be informed within four weeks of receipt.
The manuscript will be reviewed within two months of the submission dates after which the referees will advise the managing editor on the suitability of the manuscript for publication in the BMTE. The final decision on publication is made by the Managing Editor upon recommendation of the Editorial Board Members and Peer Reviewers. The final decision will be sent to the author along with any recommendations made by the referees.
It is the policy of BMTE to consider for publication only manuscripts that are not simultaneously being considered elsewhere. Therefore authors of all accepted manuscripts will have to sign, scan and email to the IJBMTE Managing Editor at hasan.alwadi@gmail.com the followings:
All manuscript will be assigned to more than one reviewer through 5 steps. As soon as we receive an article, the Editorial office will Pre-Review your manuscript in one week. The officer will check whether the manuscript is valid and language is fluent and necessary factors are all included. The officer will also cross check the article in cross-reference database in order to avoid plagiarism. The following is a formal review process accomplished by other official reviewers for one month. It is decided by Editor-in-Chief in one week whether your manuscript is accepted or not. All submitted papers will be reviewed in about six weeks.
Volumes within this journal
Recent Submissions
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(2016-07)This paper highlights how critical discourse analysis CDA can be applied to language policy. In particular, it examines language policy in Palestine in light of the framework identified by Chouliaraki & Fairclough (1999). ...
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(2016-07)The skills and knowledge which university and college students will need for the 21st century are unknowable. What is known is that flexibility, conceptual thinking, empathy, critical thinking and sophisticated communication ...
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(2016-07)Advancements in cell phone technology have impacted every aspect of society. Thus, teachers need to reconsider using these mobile devices to enrich the classroom learning. In the present paper, the researcher discusses how ...
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(2016-07)Questioning the Author (QtA) is an approach used to teach reading comprehension. Americans Beck and McKeown tried it out in the 1990s and found it to be effective in getting children to discuss what the author had to say ...
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(2016-07)This paper discusses the inequitable social structure of the classroom itself, upheld by the dominance of English, which has contributed to a conflicted writer identity among many university-level writing students in the ...
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(2016-07)This study aimed at investigating the communication strategies used by EFL teachers and their students in an EFL setting (i.e. Jordan). The participants of the study included tenth grade English language teachers and their ...
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University Students in the Writing Courses From the Centre to the Periphery: A Critical Perspective (2015-12)Because English is the medium of instruction in higher education in the UAE, many students coming from public schools, where English is taught as a subject, find themselves at the periphery; excluded from access to the ...
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(2015-12)This article reports on a study that explored teachers’ perceptions of teaching English as an international language (TEIL) vis-à-vis their reported classroom practices. It is a small scale exploratory study which is based ...
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(2015-12)Relevant research studies show an outstanding effect of the collocational competence on reinforcing the language proficiency of students learning a foreign or second language (Ellis, 2001). Students’ awareness of word ...
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(2015-12)Class participation and assignments are considered important parts since they contribute to students’ deep learning. Although positive correlations were found in a number of studies (Sly, 1999; Sly & Rennie, 1999) between ...
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(2015-12)The United Arab Emirates (UAE) is threatened by an identity-loss, due a lack of balance between Arabic and English education in the country hence, the National Federal Council has proposed a draft for a monolingual Arabic ...
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An Investigation into the Use of Frequency Vocabulary Lists in University Intensive English Programs (2015-12)The use of vocabulary frequency lists in English language teaching and learning has been an area of continued research for roughly the past 170 years. There has been an increased focus on these lists in the last 25 years ...
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(2015-12)This paper reports on a qualitative study conducted to explore the impact of a proposed Dynamic Assessment (DA) model on the writing of six ESL learners. The model is rooted in Vygotsky’s concept of Zone of Proximal ...
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(2015-07)This study sought to explore Bahraini teachers‟ beliefs about teaching and learning as they related to their daily work and their interactions with the contexts in which they worked and lived so as to construct a deeper ...
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(2015-07)This paper will outline the findings of a small-scale research project and will start by introducing the literature related to the theory of critical pedagogy as a means of developing textbook content. Such critical content ...
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(2015-07)Professional development is seen as a fundamental aspect in teachers‟ careers if they want to “remain up to date in their knowledge of the curriculum, wise in their selection and use of a repertoire of pedagogical skills, ...
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(2015-07)This paper investigates the experiences of three Chinese postgraduate students studying on an MA TESOL and Applied Linguistics course in a British university context. It demonstrates how subtle discourses of „ownership‟ ...
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(2015-07)Teaching English for specific purposes is sometimes quite a daunting challenge for most of the teachers in any part of the world despite their personal motivation, expertise and availability of the best of the resources. ...
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(2014): In this paper, I attempt to investigate how bilingual English Language professionals are perceived by recruiters in Saudi Arabia. The paper also explores what EFL teaching jobs hiring policies and practices are in place. ...
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(2014)This research paper focuses on critical implications of the concept of ‘non-nativeness’ on NNESTs (Non-native English Speaking Teachers) in terms of hiring and employability, their identity as teachers, and perceptions ...