Results 101 to 110 of about 1,472 (179)

Toward Teachers as Designers

TESOL Journal, Volume 17, Issue 3, September 2026.
ABSTRACT We argue for centering teachers as designers rather than technicians or planners of learning outcomes, proposing design as a way of naming the work of discernment through which teachers intentionally shape conditions, environments, and experiences in response to learners, purposes, and situations.
Shannon Daniel, Amber Warren
wiley   +1 more source

The Case for Quantitative Frameworks in Assessing Racial and Ethnic Representation in ELT Materials

TESOL Journal, Volume 17, Issue 3, September 2026.
ABSTRACT This position paper addresses a critical methodological gap in research on racial and ethnic representation in English Language Teaching (ELT) materials. Despite decades of criticism regarding diversity in textbooks, researchers have largely relied on qualitative assessments without establishing quantitative frameworks for measuring ...
Derek Hopper
wiley   +1 more source

TESOL Teacher Educator Emotion on GenAI and Expertise Development

TESOL Journal, Volume 17, Issue 3, September 2026.
ABSTRACT Rapid advancement of GenAI technologies has elicited strong emotional reactions, increasing the demand for educators to enhance their expertise regarding these innovations. This paper examines the dialogic development of two TESOL teacher educators' expertise by exploring their initial reactions to GenAI use in education through their ...
Tamara Mae Roose, Ju‐A Hwang
wiley   +1 more source

Critical Autoethnography With Multiple Large Language Models: AI‐Stimulated Reflexive Practice on Language Teacher Educator Identity

TESOL Journal, Volume 17, Issue 3, September 2026.
ABSTRACT This study proposes a methodological approach in which large language models (LLMs) serve as reflective and dialogical partners rather than analysts in critical autoethnographic narrative (CAN) research on language teacher educator identity.
David Gerlach
wiley   +1 more source

Refusing the Feeling Rules: Arts‐Based Autoethnography as Emotional Resistance in Language Teacher Education

TESOL Journal, Volume 17, Issue 3, September 2026.
ABSTRACT This study employs arts‐based autoethnography to examine the emotional labor of Wenxi, a raciolinguicized TESOL educator who navigates systemic inequities in a predominantly white post‐secondary education program in the United States. Drawing on digital artworks and narrative reflections created through an arts‐based workshop, the study ...
Jialei Jiang, Wenxi Schwab
wiley   +1 more source

From Theory to Practice: Integrating Generative AI‐Powered Microlearning Into TESOL

TESOL Journal, Volume 17, Issue 3, September 2026.
ABSTRACT This article offers practical strategies for integrating microlearning and generative artificial intelligence (GenAI) into TESOL instruction. It positions GenAI‐powered microlearning as a promising theory‐informed approach to meet the evolving demands of language teaching and learning in diverse global contexts.
Lucas Kohnke
wiley   +1 more source

Intersectionality as Curricular Infrastructure in Language Teacher Education

European Journal of Education, Volume 61, Issue 3, September 2026.
ABSTRACT The aim of this conceptual‐reflective article is to discuss how we could (re)imagine language teacher education (LTE) for challenging contexts by adopting social justice as a philosophy of education and the notion of intersectionality as a framework to inform LTE.
Darío Luis Banegas, Veronico N. Tarrayo
wiley   +1 more source

“This is the Work I'm Most Proud of”: K‐Pop Fandom and Children's Multilingual Literacy Practices

The Modern Language Journal, Volume 110, Issue 3, Page 827-843, Autumn (Fall) 2026.
ABSTRACT This paper examines how children's affective investments in K‐pop generated sustained multilingual literacy practices in an arts‐based bookmaking project. Drawing on Pennycook's concept of language assemblages and Norton's investment framework, and informed by Paris and Alim's distinction between heritage and community practices, we analyse ...
Julie Choi, Rafaela Cleeve Gerkens
wiley   +1 more source

Online Writing Behaviors, Writing Outcomes, and Task Complexity in Computer‐Assisted Collaborative Writing

The Modern Language Journal, Volume 110, Issue 3, Page 812-826, Autumn (Fall) 2026.
ABSTRACT This study examined how online writing behaviors aggregated at the pair level were related to writing outcomes in computer‐assisted collaborative writing and how task complexity moderated these relationships. The participants were 56 Chinese university students with advanced English proficiency. They were randomly organized into 28 pairs. Each
Xin Rong
wiley   +1 more source

Does Information About the Origins of Figurative Idioms Help Learners to Remember Them? A Multi‐Site Study

The Modern Language Journal, Volume 110, Issue 3, Page 738-752, Autumn (Fall) 2026.
ABSTRACT It has been suggested that informing language learners about the original, literal meaning of idioms helps them to remember these expressions, but the empirical evidence is limited. A new study was conducted with three groups of learners of English (53 Chinese students at a university in Canada, 56 students at a university in China, and 77 ...
Xiaofei Wang, Frank Boers, Xinqing Wang, June Eyckmans   +3 more
wiley   +1 more source