K-12 CLT Journal
Initiated by the Chinese Language Teachers Association, USA (CLTA-USA), the inaugural edition of the web-based journal K-12 Chinese Language Teaching (K-12 CLT) was published in October 2015, on the CLTA-USA website. This publication aims to serve and link preschool and K-12 Chinese language (as a second language) instructors, immersion and Chinese heritage language instructors, Chinese language teacher educators, pedagogy researchers, program leaders and policymakers. The CLTA-USA will focus on sharing experiences and exchanging ideas in teaching, research and professional development. All submitted manuscripts are subject to blind review and text editing by professionals in the field of preschool and K-12 Chinese language education and teaching.
To recognize the great effort that authors put into the article, with the support from the CLTA-USA headquarter, our K-12 CLT Editorial Board will send Excellent Achievement Certificate in K-12 Chinese Curriculum and Instruction Development, signed by the editorial board members, to all contributors. You will get the certificate whether your manuscript is accepted or not, as long as it meets the requirements of the Submission Policies and Guidelines. In addition, CLTA-USA members are welcome to log in, read articles, and interact with authors in the “Comment” area that is provided at the end of each article.