While it is widely accepted that language teachers require knowledge of second language acquisition (SLA) (Richards, 2010), what about content teachers, who are increasingly required to help develop their learners' academic language proficiency? How much do they need to know about SLA theories and how can they acquire such knowledge and expertise?…

Social justice language education (SJLE) explores the ways in which language classrooms can be transformed to disrupt the existing oppressive policies and practices in schools and the society at large (Ortaçtepe Hart & Martel, 2020; Ortaçtepe Hart, 2023; Ortega, 2021). As an approach within SJLE, dramatizing children's literature can raise the…

This article aims to develop a better understanding of the dynamic identity of third culture kids (TCKs) who study English as an additional language (EAL) in an international secondary school in Ukraine. The research focuses on the internal forces of home culture and self-perceived identities as well as the external forces of the school community…

It has been well documented that English learners (ELs) in U.S. secondary schools have limited access to rigorous content area curriculum, in particular science. Yet watering down or forgoing content area instruction compromises the short- and long-term academic trajectories of ELs. Thus, the need for science curricula that marries rich learning…

In this qualitative study, researchers focused on providing explicit knowledge of personality traits via the Enneagram profile to a group of 10 adult advanced students of English for speakers of other languages. Through the Enneagram and two surveys, researchers gained insight into how students perceived the influence of their personality type on…

As the use of flipped learning spreads throughout educational disciplines, TESOL educators need to consider its potential for our field. This article, based on a computer-aided language learning (CALL) interest session at TESOL 2015, first looks at how best to describe and define flipped learning and examines the factors needed to make it…

Organizing writing instruction around genres rather than rhetorical modes can be a highly effective and engaging preparation for students' academic and professional writing needs. The teaching/learning cycle (TLC) is a highly scaffolded curriculum model for teaching target written genres. In the TLC, the organization of and linguistic choices in a…

The emphasis on testing in curricular content areas has left little room in most U.S. schools for education in the arts. Yet research supports the pedagogical value of aesthetic education, particularly for English learners (ELs), whose representation in schools continues to increase. This article presents a qualitative action research study…