INTRODUCTION During the past decade, several scholars in the fields of language education, second language acquisition, and bilingualism have addressed the influence of gender on access to linguistic and interactional resources, on dynamics of classroom interaction, and on language learning outcomes (Ehrlich, 1997; Norton, 2000; Pavlenko, 2001; Pavlenko et al., 2001; Sunderland, 2000). The fiel...

This study examined the teacher education of novice teachers of English to speakers of other languages (ESOL). A survey and followup interviews were employed to investigate novice teachers’ perceptions about four aspects of their teacher preparation: (a) degree of preparedness to teach after graduating from a teaching English to speakers of other languages (TESOL) program, (b) preparedness afte...

This paper explores the notion that the TESOL classroom, no less than other social contexts, is an important site for the production and regulation of gender. Previous theoretical and empirical accounts of the relationship between language and gender in applied linguistics have suggested that gender precedes and gives rise to language use. However, post-structuralism radically reframes this rel...

Teacher language awareness and its relationship to pedagogical practice (Andrews, 2003) have been identified as significant contributors to the teaching of grammar. Various TESOL programs teach pedagogical and theoretical grammar in different ways and some focus on specific approaches to grammar teaching, which include systemic functional grammar, transformational grammar, traditional grammar a...

This paper locates the field of TESOL1 within a broad and complex social context marked by dramatic and dynamic technological and socio-economic changes that have taken place over the few last decades in many countries in the world. Understanding these transformations is crucial for educators because it facilitates understanding of the educational and professional needs of people (Saha 1997; Al...

Communicative language teaching (CLT) is promoted in teacher education programmes around the world, although the appropriateness of this methodology in contexts outside the English-speaking West has been questioned, often from a theoretical perspective. In fact, very little empirical research has been conducted into the practical knowledge of CLT of non-native speaker teachers of English, and t...

Using technology in teaching may help to meet the expectations that traditional education is unable fulfill (Gunuç & Babacan, 2018). Therefore, designing computer-assisted language learning (CALL), teachers consider how might support standards and outcomes. This review focuses on educational for English learners evaluate Explain Everything application. The criteria have been curated adopted...

How is Meaning Communicated through Online Instruction Importance of Synchronous Discussion Definition Importance Synchronous Discussion for TESOL Teachers Advantages and Disadvantages of Chat Groups Advantages Disadvantages Pedagogical Uses of Chat Groups Why Pedagogy Constructivism Synchronous Discussion as Mindtools Strategies for Facilitating Effective Chat Discussions Netiquette Assessing ...