Search articles in Theory and Research

Found 13 articles

  • Reflection as Meta-Action: Lesson Study and EFL Teacher Professional Development

    • Sep 6, 2021
    • Özgehan Uştuk, Peter I. De Costa

    This article explores the nature of reflective practice in a professional development process based on lesson study.

  • Rethinking Instructional Strategies with English Learners in the Content Areas

    • Aug 9, 2021
    • Scott E. Grapin, Lorena Llosa, Alison Haas, Okhee Lee

    In this article, the authors argue that instructional strategies traditionally used with ELs in the content areas need to be rethought in light of contemporary theoretical perspectives.

  • Virtual Exchanges in Language Teacher Education: Facilitating Reflection on Teaching Practice Through the Use of Video

    • Jul 12, 2021
    • Barbara Loranc-Paszylk, Shannon M. Hilliker, Chesla Ann Lenkaitis

    Language teachers must be equipped with technological skills to respond to the needs of 21st-century classrooms.

  • Peer Review in Academic Writing: Different Perspectives from Instructors and Students

    • Jun 14, 2021
    • Rashad Ahmed

    This study employed a mixed-methods approach to examine peer review through the eyes of writing instructors and first-year college students, including native and nonnative speakers of English.

  • TESOLGobbledygook: The Proliferation of Jargon in English Language Teaching

    • May 17, 2021
    • Joshua D. Bernstein

    English language teachers must learn the vocation’s discourse before they can “shake” the metaphorical tree.

  • Restorative & community‐building practices as social justice for English learners

    • Apr 19, 2021
    • Luis Javier Pentón Herrera and Robin L. McNair

    In this theory‐based practice article, the authors introduce restorative and community‐building practices as social justice for English learners.

  • Using Social Justice Graphic Novels in the ELL Classroom

    • Mar 15, 2021
    • Brandy Barter‐Storm and Tamara Wik

    Graphic novels are a form of authentic text that have started to gain widespread acceptance in the English language arts field and have been shown to increase students’ motivation to read and engage deeply with texts.

  • Everyone has the right to understand: Teaching legal rights to ESL students

    • Feb 15, 2021

    The aim of this article is to offer a research‐based approach to the integration of legal topics in ESL curricula.

  • Humor in the Language Classroom: Pedagogical Benefits and Practical Considerations

    • Jan 18, 2021
    • Mohammad Ali Heidari‐Shahreza

    Humor in the language classroom seems to be still a nebulous concept surrounded by controversies regarding its pedagogical effects and implementation.

  • The Disparate Impact of COVID‐19 Remote Learning on English Learners in the United States

    • Aug 30, 2020
    • Peter Sayer

    The March 2020 closure of most schools in the United States due to the COVID‐19 pandemic marked a sudden and dramatic shift in how teaching and learning happened. All the 55 million K‐12 students were deeply affected by the move from face‐to‐face to remote learning.

  • The Adoption of Facebook as a Virtual Class Whiteboard: Promoting EFL Students’ Engagement in Language Tasks

    • Mar 19, 2020
    • Mark B. Ulla William F. Perales

    Facebook, as one of the most popular social media sites, has been the subject of many studies especially in the field of English language teaching (ELT) in recent years.

  • Freelance Language Teachers: Negotiating Authenticity and Legitimacy at the Periphery

    • Oct 22, 2019
    • Allie Spencer Patterson

    This multiple case study explores the means through which freelance teachers establish their legitimacy in their classrooms outside of formal institutions.

  • EFL Teachers’ Reflective Practice, Job Satisfaction, and school Context Cariables: Exploring Possible Relationships

    • Jun 20, 2019
    • Mohammad Aliakbari Reza Khany Maryam Adibpour

    Concentrating on job satisfaction and five school context variables—teacher autonomy, collegial support, time pressure, student demotivation, and student discipline problems—this study explored the interplay of these variables with reflective teaching and their relative contributions to prediction of teacher reflection.