This paper presents a case study that examined the principles and practices of one novice English as a foreign language (EFL) teacher at a prominent English language institution in Central America. More specifically, this qualitative study sought to contribute to the discussion of the perceived interdependent influences of EFL teachers' thoughts…

This article analyzes teacher professional development (PD) mandated by the implementation of portfolio-based language assessment (PBLA) in government-funded adult language learning programs in Canada. Through the lens of conceptualizations of teacher learning (TL), the study examined PBLA teacher-training materials, 247 teacher surveys, and…

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…

This study traces the reception history of Freeman and Johnson's (1998) widely cited article dedicated to theory and practices of second language teacher education (SLTE). It illuminates the degree to which that article has impacted SLTE theory, research, and potentially instructional practices. The reception study analysis is based on a data set…

Unlike the observed trends in general teacher education, the use of videos as a reflective tool with preservice English as a Second Language (ESL) teachers remains underexplored in MATESOL (Master of Arts in Teaching English to Speakers of Other Languages) programs. The present qualitative study examined how 5 nonnative- speaking preservice…

Research and development in language teacher education and, more recently, teacher accreditation has had enormous impact on the professional lives of ESL teachers in Canada. There has been less interest, however, in examining the career development and employment experiences of accredited ESL teachers as they transition from TESL programs to ESL…

For those immigrants to Canada who need some language training in order to access employment in their field, occupational ESL classes have been available in Ontario for several years. Recent additions to Occupation-Specific Language Training and Bridging programs, as well as a new emphasis on work-related content in LINC classes, have created a…

Should we correct our students' language errors? Most ESL teachers would answer this question with a resounding Yes while at the same time wondering how to meet the challenge. The collaborative project reported below was designed to provide ESL teacher trainees with an opportunity to experience the ups and downs of providing corrective feedback on…

This article looks at how the intricate issue of identity has been addressed and framed in composition and TESOL studies (C&T). It reviews five articles and a book as a sampler to explore identity research in various contexts ranging from the problematic rise of identity in second-language acquisition (SLA) research in 1997, which represented a…

How do ESL teacher-candidates grapple with beliefs about language during their professional training? In this article, we present the findings of a qualitative research study conducted in a large eastern Canadian university Bachelor of Education program. As Johnson (2010) has recently noted, despite extensive research and theoretical work that…

Robert Courchene's 1996 article entitled "Teaching Canadian Culture: Teacher Preparation" sparked a conversation in the pages of the "TESL Canada Journal" that continues today. From advocating the teaching of significant historical events and icons to encouraging second-language learners to embrace cultural ambiguity, there is…

In this article we are calling for an interlayered and cross-dimensional approach to understanding and working with anxiety, especially as manifested in English as an additional language (EAL) teaching and learning environments. We aim to understand the phenomenon of anxiety from the multidimensional perspectives of physiology, psychology, and…

Examines the relationship between teaching English as a foreign language (EFL) and national and programmatic development issues. English language teaching (ELT) is discussed from the perspective of its effects on the host culture, and suggestions are made for ensuring that EFL/ELT becomes a productive force within a host country. (Author/CB)

Seven prominent English-as-a-second-language (ESL) teachers present their lists of 10 instructional materials (textbooks, research studies, audiovisual materials, etc.) they would take abroad with them when teaching ESL to adults. (Author/CB)

The history and current status of teaching English as a foreign language (TEFL) in China, including problems, solutions, and overall objectives of TEFL, are discussed as well as teaching methods used in middle schools, colleges, and universities. (Author/CB)