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| LEADERSHIP UPDATES |
| LETTER FROM THE COMMUNITY MANAGER |
| Nikki Ashcraft, University of Missouri, Columbia, Missouri, USA |
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| ARTICLES |
| TESOL DOCTORAL RESEARCH FORUM: FOR STUDENTS, BY STUDENTS |
| Michael Karas, Western University, London, Ontario, Canada & Natalia Balyasnikova, University of British Columbia, Vancouver, British Columbia, Canada |
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Each year, the TESOL International Convention & English Language
Expo hosts the Doctoral Research Forum, which showcases new research
ideas and fosters a culture of academic innovation in TESOL. Not only is
the TESOL Doctoral Forum a great place to begin one’s journey as a
researcher in TESOL, but it also provides an opportunity to engage with
the association and build up a professional résumé. Read More |
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| DEVELOPMENTAL STAGES OF PRESERVICE TEACHERS: A CRITICAL ANALYSIS |
| Babak Khoshnevisan,University of South Florida, Tampa, Florida, USA |
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Despite decades of empirical research on the professional
growth of preservice and beginning teachers, little is unfolded
regarding the evolution of teaching skills. This piece attempts to
propose a multilayer, nonlinear theory of preservice developmental
stages. Having introduced the theory, pertinent pedagogical implications
in teacher education are presented. Read More |
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| REFLECTING ON TEACHING PRACTICE THROUGH LEARNING STUDENTS' PERCEPTIONS ON HOMEWORK |
| Ewen MacDonald,Kanda University of International Studies, Tokyo, Japan |
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One way to become a critically reflective teacher is to find
out what students think and believe about their learning. In this
article, MacDonald reflects on his teaching practices after conducting a
small action research project to understand students’ perceptions on
their homework. Read More |
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| TEACHER LEADERSHIP: A CASE STUDY OF EFL TEACHER LEADERS' PROFESSIONAL DEVELOPMENT |
| Sayyed Rashid Shah, King Abdul-Aziz University, Jeddah, Saudi Arabia |
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As little empirical research exists on how English as a foreign
language (EFL) teacher leaders acquire leadership skills and learn
about leadership roles, this study explores factors contributing to the
professional growth of EFL teacher leaders and identifies leadership
skills required for EFL teacher leadership roles. It also aims to
understand the notion of teacher leadership in the Saudi EFL
context. Read More |
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| ARE WE PREPARING PRESERVICE TEACHERS TO BE SOCIALLY JUST EDUCATORS? |
| Daniela Silva, University of Texas at San Antonio, San Antonio, Texas, USA |
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In this article, Silva reflects on her experience when she was
working on her Portuguese/English teaching degree and how it shaped the
teacher she is. Also, she relates this experience to the outcome she
obtained from a recent course she taught regarding preservice teachers’
perspectives on social justice. Read More |
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| IMPLEMENTING FLIPPED LEARNING FOR AN ELEMENTARY PRESERVICE TEACHERS' ESOL COURSE: FOCUSING ON ESOL MICROTEACHING ACTIVITIES |
| Yong-Jik Lee, University of Florida, Gainesville, Florida, USA |
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The study discussed in this article aims to understand how the
flipped classroom influences elementary preservice teachers’
self-efficacy in teaching English language learners (ELLs). Study
findings showed that classroom activities in the flipped classroom, such
as microteaching activities, created a space for preservice teachers to
apply and practice ELL accommodations for ELLs in mainstream
classrooms. Read More |
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| THE ROLE OF LINGUISTICS IN TEACHER IDENTITY |
| Bridget Schvarcz, Bar-Ilan University, Ramat Gan, Israel |
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This article presents the results of a study exploring the
interface between English as a foreign language teachers’ linguistic
knowledge and their pedagogical practice. Findings indicate that
linguistics is viewed by teachers as a key component in their
professional identity, with particular relevance to the presentation of
grammatical topics. Read More |
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| WHAT'S ASSESSMENT GOT TO DO WITH IT? A REFLECTION OF TEACHING IN A TOP-TIER TEACHER EDUCATION PROGRAM |
| Angela Moon, University of British Columbia, Vancouver, British Columbia, Canada |
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Through reflections from
teaching a literacy and assessment course in a top-tier teacher
education program, a researcher/practitioner draws on the role of
assessment in education and the support as well as learning
opportunities required for formative assessment to be taken up in
earnest and for a just education system. Read More |
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