Submission Guidelines
As a peer reviewed professional journal, NELTA Journal requires contributors to follow the guidelines given below for their submissions to be considered for publication by the editorial board. Please note that selection for consideration for publication does not guarantee publication, and therefore, contributors are encouraged to take quality considerations beyond the initial selection of their work.
Publication Process
In order to improve the quality and professional rigor of the journal, submissions will be taken through a process of revision and improvement after their initial selection. The editorial board will make the initial selection completely anonymous and will continue to do so, as much as practicable, when the submission is sent back to the author for revision.
Submission of manuscripts
Manuscript must be submitted as an email attachment accompanied by a well-written cover letter to the editorial address: neltajournal@gmail.com or neltaeditorialboard@gmail.com . Cover letter email will include author's full name, institutional affiliation, title of the paper, and any other pertinent information you might want to include.
A manuscript will be accepted on the understanding that it is an original contribution which has not been published previously and is not under consideration for publication elsewhere. Contributors must make sure to abide by scholarly practices including intellectual property and copyrights standards in the strictest manner. They are also encouraged to read past NELTA journals and build upon both the conventions and scholarship of the association. Two past of issues of the journal can be accessed online at Nepal Journal Online's page (http://www.nepjol.info/index.php/NELTA/issue/archive) as well as at NELTA's homepage (http://www.nelta.org.np/- via the link "journals" on top right).
1. FORMAT
The entire manuscript, including the abstract, the reference list, and any tables or figures and their captions, should be presented as A4 doubled spaced typescript.
However, all articles must include the following sections/components:
2. SECTIONS
3. STYLE OF REFERENCE/DOCUMENATION
REFERENCE ENTRIES
Journal Articles:
Lavery, L. & Townsend, M. (1998). Computer-assisted instruction in teaching literacy skills to adults not in paid employment. New Zealand Journal of Educational Studies, 33, 181-192.
Tse, S.K., Lam, J.W.I., Lam, R.Y.H., Loh, E.K.Y. & Westwood, P. (2007). Pedagogical correlates of reading comprehension in English and Chinese. L1-Educational Studies in Language and Literature, 7 (2), 71–91.
Books:
Naglieri, J.A. (1999). Essentials of CAS assessment. New York: John Wiley & Sons.
Edited books:
Richards, J. C. & Nunan, D. (Eds.). (1997). Second language teacher education. New York: Cambridge University Press.
Chapters in Books:
Torgesen, J.K. (1996). A model of memory from an information processing perspective: The special case of phonological memory. In G.R. Lyon & N.A. Krasnegor (Eds.), Attention, memory, and executive function(pp. 157-184). Baltimore, MD: Brookes.
Teale, W. & Yokata, J. (2000). Beginning reading and writing: Perspectives on instruction. In D.S. Strickland & L.M. Morrow (Eds.), Beginning reading and writing (pp. 3–21). New York: Teachers College Press.
Online resources:
Gallaudet Research Institute (2003). Literacy. Retrieved on 25th Jan. 2009 from:http://gri.gallaudet.edu/literacy
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence.Educational Policy Analysis Archives, 8(1). Retrieved on 25th Jan. 2009 fromhttp://www.epaa.asu.edu/epaa/v8n1
IN-TEXT CITATION
Short Quotations (less than 40 words)
Lave and Wenger (1991) argues for ‘legitimate peripheral participation’ (p. 34).
Long Quotations (more than 40 words)
Eckhert and McConnell-Ginet (1992) define community of practice as follows:
An aggregate of people who come together around mutual engagement in an endeavour. Ways of doing things, ways of talking, beliefs values, power relations – in short, practices – emerge in the course of this mutual endeavour. Likewise, there must be a mutual interaction among the members. (p. 464)
Paraphrasing:
Single author:
The construction of teacher identity is a process in which teachers engage in interaction not only with other members but also with broader socio-cultural context (Wenger, 1998).
Multiple authors:
Identity is constructed through the reflective practice in which teachers listen to opinions of students in the classroom and change contents and methods of teaching for better learning (Richards, 1990; Bartlett, 1990).
(Note: if you are citing more than one work of the same author published in the same year, please put a, b, c after the date of the publication in a chronological order)
Three to Six Authors
Tse, S.K., Lam, J.W.I., Lam, R.Y.H., Loh, E.K.Y. & Westwood, P. (2007). Pedagogical correlates of reading comprehension in English and Chinese. L1-Educational Studies in Language and Literature, 7 (2), 71–91.
More Than Six Authors
Nichols, W.D., Zellner, L.J., Rupley, W.H., Willson, V.L., Kim, Y., Mergen, S. et al. (2005). What affects instructional choice? Profiles of K-2 teachers’ use of reading instructional strategies and methods. Journal of Literacy Research, 37(4), 437–458.
Newspaper article:
Schultz, S. (2005, December 28). Calls made to strengthen state energy policies. The Country Today, pp. 1A, 2A.
(Note: For more details on APA style, please go to http://www.apastyle.org/).