The primary foundation of teacher evaluation is establishing standards for assessing the optimal characteristics of qualified teachers.  The present study aimed at exploring standards of professional competence of adult-level Iranian EFL teachers in the private sector and developing a questionnaire to assess their professional competence.  To this end, initially, the members of the professional...

Many graduate TESOL programs grapple with whether to admit applicants who fall short of meeting established admission criteria yet who show promise as future TESOL professionals. This study examined key characteristics affecting the success of candidates admitted conditionally to graduate TESOL programs. Participants were 21 students who had been admitted conditionally to master’slevel TESOL pr...

This paper presents the findings of a qualitative study investigating which factors inside and outside the classroom result in feelings of stress for TESOL teachers working at private language schools in South Africa. Using in-depth semi-structured interviews, the findings reveal three main areas that cause stress for TESOL teachers: the job of teaching, relationships at work and organisational...

This article reports the results of a diachronic study of the flagship publication of the TESOL organization, the TESOL Quarterly (TQ). A flagship periodical in any field is worth more than cursory interest because it self-evidently is something more than a passive reflector of contemporary trends and issues. The gatekeeping activities of editors—and of those called upon to serve as reviewers—s...

The purpose of this article is to explore recent research into World Englishes (henceforth WEs) and English as a Lingua Franca (ELF),1 focusing on its implications for TESOL, and the extent to which it is being taken into account by English language teachers, linguists, and second language acquisition researchers. After a brief introduction comparing the current situation with that of 15 years ...

n TESOL methodology is said to have moved “beyond methods” (Richards, 1990, p. 35) to the “postmethod condition” (Kumaravadivelu, 1994, p. 27). Although “postmethod pedagogy” (Kumaravadivelu, 2001) has freed us as TESOL professionals from many of the constraints of the concept of method and invigorated our practices by providing new options to the classroom teacher, the postmethod condition has...

this paper aims at shedding light on the concept of postmodernism, and its implications in the tesol. postmodern philosophy as a prevalent concept and a hot buzzword in philosophy, science, and art is believed to have influenced the tesol theoretically in some ways. the elements of postmodernism including: constructivism, subjectivism, relativism, localism, and pragmatism are found to have been...

This paper aims at shedding light on the concept of postmodernism, and its implications in the TESOL. Postmodern philosophy as a prevalent concept and a hot buzzword in philosophy, science, and art is believed to have influenced the TESOL theoretically in some ways. The elements of postmodernism including: constructivism, subjectivism, relativism, localism, and pragmatism are found to have been...