This article investigates how linguistic landscapes (LLs) can foster critical thinking about linguistic power relations and tensions in multilingual areas by acting as stimuli to reflect on the ethnolinguistic vitality of languages in a given region. We examine the pedagogical use of LLs as resources for the implementation of plurilingual…

Using the concepts of identity and agency, this "Perspectives" article discusses my recent efforts of self-development when designing an identity-oriented Teaching English as a second language (TESL) teacher education course around teacher candidates' semester-long autoethnography writing assignment called "critical autoethnographic…

Teachers using a task-based language teaching (TBLT) approach are always searching for learning tasks that have the potential to prepare learners for the real world. In this article, we describe how an authentic academic assignment for graduate students in a teaching English as a second language (TESL) course was transformed into a task-based…

Even though collaborative prewriting tasks are frequently used in second language (L2) writing classes (Fernández Dobao, 2012; Storch, 2005), they have not been as widely researched as other tasks, such as collaborative writing and peer review. This article examines the effectiveness of collaborative prewriting tasks at encouraging English for…

Technology is an ever-increasing part of how teachers and learners work on language and texts. Indeed, computers, the Internet, and Web 2.0 applications are revolutionizing how texts are consumed, discussed, and produced in classrooms. This article focuses on a specific technological innovation emerging from this digital revolution: the use of…

In its position statement, the International Reading Association states that technology needs to be an integral part of literacy instruction. This article describes two ways of integrating technology into an EAP curriculum that focuses on building students' reading and writing skills. In essence, the goal of the article is to demonstrate that…

Describes the use of a questionnaire on ESL (English-as-a-Second-Language) students' methods of vocabulary learning as a springboard for class discussion of helpful strategies suggested in the literature. Background for the activity is described, procedures and results are outlined, and suggestions for using a similar questionnaire in other ESL…