In the context of an increasingly interconnected world, the incorporation of humanistic approaches in English as a Foreign Language (EFL) and English as a Second Language (ESL) classrooms proves essential for fostering a positive and inclusive learning environment. This narrative review explores the significant positive impacts of humanistic…

In this article, we present our vision of a transformed second language acquisition and teaching (SLA/T) disciplinary community that approaches second language (L2) education through four pillars. The first pillar is praxeology (i.e., the study of human action) to highlight the sociocontextually emergent nature of L2 competence. It locates the…

This qualitative study investigates the strategies employed by Vietnamese tertiary English as a Foreign Language (EFL) teachers to enhance learner autonomy and empathy, within the evolving landscape of Vietnam's education system. The research focuses on a purposively selected group of nine teachers from two institutions, representing various…

Drawing from humanizing pedagogies (Bartolome, 1994; del Carmen Salazar; Freire & Ramos, 1993) and humanizing research (Paris & Winn, 2013), in this article I propose an approach to "humanizing assessment" that begins with the position that inclusive and equitable educational opportunities and assessment practices that meet the…