New in #TESOLJournal: Sonja Mecham’s open-access empirical feature article follows eight pre-service ESOL teachers as they shape their teacher identities through dialogue with students, peers, and their teacher educator. Read, reflect, share:
onlinelibrary.wiley.com/doi/…
New in #TESOLJournal: Dara Tafazoli’s empirical feature article explores how teachers of English, French, German, and Arabic built an informal virtual community of practice during the shift to online teaching. Read, reflect, share:
onlinelibrary.wiley.com/doi/…
onlinelibrary.wiley.com/doi/…
New in #TESOLJournal: Can language teachers and GenAI work together? Rika Nakano-Fernow reviews Generative Artificial Intelligence and Language Teaching by Benjamin Luke Moorhouse and Kevin M. Wong. Read, reflect, and share:
onlinelibrary.wiley.com/doi/…
New in #TESOLJournal: How do pre-service English teachers develop professional digital competence? Andrew Jarvis and Lucas Kohnke's empirical feature article analyzes reflective infographics from a TESOL technology course in Hong Kong. Read and share:
onlinelibrary.wiley.com/doi/…
New in #TESOLJournal: David Nunan reviews Stories of Mentoring Teacher-Research, an edited collection of twenty reflective accounts of mentoring teacher-research across the Global South. A full-access look at empowering teachers in under-resourced contexts
onlinelibrary.wiley.com/doi/…
New in #TESOLJournal: Aika Ishige's empirical feature article offers a critical look at how study abroad in the Philippines is marketed to Japanese ESL learners, and how that discourse racializes Filipino instructors. Read, reflect, share:
onlinelibrary.wiley.com/doi/…
New in #TESOLJournal: How do pre-service English teachers learn to give feedback on pronunciation? Sinem Sonsaat-Hegelheimer's empirical study follows 11 pre-service teachers through peer corrective feedback sessions across a pronunciation pedagogy course.
onlinelibrary.wiley.com/doi/…
New in #TESOLJournal: Media Review by Sandi Ferdiansyah, Janet Dutton, and Kim Wilson of "The Routledge Handbook of Language Teacher Action Research" edited by Ann Burns and Kenan Dikilitaş. Read and share:
New in #TESOLJournal: What does it mean to become a feminist EFL instructor? Reiko Yoshihara’s full-access empirical feature article offers an autoethnographic look at feminist pedagogy in Japanese university EFL classes. Read, reflect, share: onlinelibrary.wiley.com/doi/…
New in #TESOLJournal: From standards to real classroom practice 🚀 Lee, Grapin, Haas, Schwenger, Boals & Park unpack how policy initiatives can guide argument writing instruction across content + language learning. Full access: onlinelibrary.wiley.com/doi/…
New in #TESOLJournal: Full-access Media Review of Autoethnography in Language Education by Bedrettin Yazan. Yasser Aminifard spotlights its tensions, methods, and possibilities for language education research. Read, reflect, reshare: onlinelibrary.wiley.com/doi/…
New in #TESOLJournal
How can generative AI turn microlearning into meaningful TESOL practice? Lucas Kohnke’s Open Access Conceptual Feature Article offers a timely bridge from theory to classroom innovation. Read & share: onlinelibrary.wiley.com/doi/…
New in #TESOLJournal: READER’S FORUM responds to Cuenca Vivanco & Peña-Sandoval’s question: Can EFL teacher education become a space for social justice Leonardo Veliz pushes the conversation forward on curriculum, ideology, and justice in TESOL. onlinelibrary.wiley.com/doi/…
New in #TESOLJournal: How can AI-assisted writing in ELT stay purposeful, audience-aware, context-sensitive, and culturally responsive? Floris & Renandya offer a timely framework for teachers navigating AI with clarity—not hype. onlinelibrary.wiley.com/doi/…
New in #TESOLJournal
How do image, talk, gesture, and design reshape disciplinary literacy in ESOL classrooms? Fu & Johnson’s ethnographic case study shows multimodal learning as a site of teacher agency, access, and possibility. Read now: onlinelibrary.wiley.com/doi/…
New in #TESOLJournal: Open Access ✨
Jiang & Schwab’s empirical feature article, “Refusing the Feeling Rules,” shows how arts-based autoethnography turns emotion into resistance, reflection, and change in language teacher education. Read & share: onlinelibrary.wiley.com/doi/…
New in #TESOLJournal ! How do pre-service teachers understand racialization, and move toward critical race praxis? Read this open-access empirical feature article by Christian Fallas-Escobar & Huseyin Uysal. Timely & urgent for TESOL teacher education. onlinelibrary.wiley.com/doi/…
New in #TESOLJournal : “Hands on is great”, but what assumptions travel with that praise? Mark R. Emerick’s empirical feature article examines deficit thinking and CTE discourses about multilingual learners of English.
Read, reflect, repost 🔗onlinelibrary.wiley.com/doi/…
New in #TESOLJournal: What happens when language teacher educators think with multiple LLMs—not just about them? David Gerlach’s OA empirical feature uses critical autoethnography to explore AI-stimulated reflexivity, identity, and teacher education: onlinelibrary.wiley.com/doi/…
New in #TESOLJournal 🔥 Open Access Research Brief: Tamara Mae Roose & Ju-A Hwang examine TESOL teacher educator emotion around GenAI—and what it reveals about expertise development in a fast-changing field. Read, share, and rethink teacher education: onlinelibrary.wiley.com/doi/…
