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

Sun-Young Shin, Indiana University, Bloomington, Indiana, USA

​​Rashad Ahmed, Jacksonville State University, Jacksonville, Alabama, USA

Julie Lake, Georgetown University Law Center, Washington, DC, USA

To make English language classrooms more equitable, teachers can incorporate a culturally responsive teaching approach. This article shows how this approach enhances equity and learning in the classroom, discusses recommendations to implement this approach in different learning contexts, and explores common pitfalls and strategies to address them. Read More

Silvana Dushku, UCF Global English Language Programs, Orlando, FL, USA

Calling attention to research- and parameter-based syllabus design, this article reports on a research-informed project to determine and verify the most frequent and functionally significant patterns of student spoken-interaction. It summarizes syllabus design research, corpus findings, and needs analysis that guided the development of an upper-level ESL/EFL oral communication syllabus. Read More

Sun-Young Shin, Indiana University, Bloomington, Indiana, USA

This feature article summarizes Dr. Kazuya Saito’s responses to key questions about his TESOL Quarterly paper published in 2021. These three major questions address the extent to which different segmental and suprasegmental features account for listeners’ judgments of comprehensibility and accentedness in both testing and teaching contexts. Read More