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| LEADERSHIP UPDATES |
| LETTER FROM THE EDITORS |
Natalia Dolgova, George Washington University, Washington, DC, USA
Heather Weger, Georgetown University Law Center, Washington, DC, USA |
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| LETTER FROM THE CHAIR |
Ben White, St. Michael's College, Colchester, Vermont, USA |
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| ARTICLES |
| CORPUS LINGUISTICS IN TESOL: DOING WHAT WORKS |
Eric Friginal, Georgia State University, Atlanta, Georgia, USA
Peter Dye, Oglethorpe University, Atlanta, Georgia, USA
Matthew Nolen, Conexion Training, Panama |
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This article aims to overview the corpus approach to
teaching for TESOL professionals, ESL/EFL teachers, and students in
applied linguistics. It is important to consistently connect theory to
practice, continue to study the impact of corpora and corpus tools in
the classroom, and, essentially, do what works based
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| INCORPORATING GLOBAL ENGLISHES AND ENGLISH AS AN INTERNATIONAL LANGUAGE INTO PEDAGOGICAL PRACTICE |
Nicola Galloway, The University of Edinburgh, Edinburgh, Scotland
Heath Rose, University of Oxford, Oxford, England |
The growth of English as an international language has transformed the language, including how it is taught. This article synthesizes a body of classroom-based research that has experimented with incorporating global Englishes into language classrooms and teacher training programs, highlighting the challenges of putting theory into teaching practice.
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| INTERWEAVING TEACHING AND STUDENT-CENTEREDNESS IN SMALL-GROUP ACTIVITIES |
Drew Fagan, University of Maryland, College Park, Maryland, USA |
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Given the minimal empirical work examining teacher discourse in
small-group activities, in this piece Fagan investigates one ESOL
teacher’s unsolicited turns-at-talk in this student-led,
student-responsible interactional space, the actions she accomplishes
when entering the discourse, and the ramifications of those actions on
subsequent student interaction. Read More |
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| IDIOM LEARNING FOR L1 / L2 LANGUAGE LEARNERS: CUT FROM A DIFFERENT CLOTH |
Babak Khoshnevisan, University of South Florida, Tampa, Florida, USA |
Idiomaticity, in general, poses a serious challenge to the second language acquisition process. This article frames the issue of idiomaticity in both linguistic and psycholinguistic research findings in the field of second language acquisition and then makes the case for a judicious inclusion of idiomaticity in a curriculum.
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| ABOUT THIS COMMUNITY |
| APPLIED LINGUISTICS INTEREST SECTION (ALIS) |
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