Natalia Dolgova, George Washington University, Washington, DC, USA
Heather Weger, Georgetown University Law Center, Washington, DC, USA

Ben White, St. Michael's College, Colchester, Vermont, USA

Bahiyyih Hardacre, California State University Los Angeles, Los Angeles, Calfornia, USA
Polina Vinogradova, American University, Washington, DC, USA

Diane Larsen-Freeman, University of Michigan, Ann Arbor, Michigan, USA

Language learners have the capacity to optimize conditions for their own language learning. Yet, second language acquisition theorists and language teaching methodologists have not always recognized the agency of learners. The TESOL 2020 presentation on which the following essay is based makes the case for educators to appreciate learner agency. Read More

Nicholas Rhea, Nashville, Tennessee, USA

Student perception of their instructors can affect their academic performance. The study discussed in this article investigates if students show a proclivity toward reverse linguistic stereotyping with instructors of the same nationality in the EFL setting in Afghanistan. Read More

Dakota J. Thomas-Wilhelm, University of Iowa, Iowa City, Iowa, USA

Using theoretical underpinnings of generative second language acquisition research—the feature reassembly hypothesis—this study seeks to create a linguistically informed environment for the ESL classroom. Preliminary results show immediate positive effects of instruction at posttest. Read More

Robert Taferner, Hiroshima University, Hiroshima, Japan

This current study expands upon Taferner and Yamada’s (in press) investigation of the spatial prepositions in and on for vehicles by utilizing schematic integrations (Mandler & Cánovas, 2014) and crosslinguistic image schema differences to enhance the L2 development of complex spatial prepositions. Read More