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{"title":"<scp>Antisocial language teaching</scp>: <scp>English and the pervasive pathology of whiteness</scp>By J. P. B.Gerald. Multilingual Matters. 192 pages. Price <scp>USD</scp> 89.95 (hardcover), <scp>USD</scp> 24.95 (paperback), <scp>USD</scp> 13.00 (e‐book). <scp>ISBN</scp> 978–180041–326‐9","authors":"Sender Dovchin","doi":"10.1002/tesj.770","DOIUrl":"https://doi.org/10.1002/tesj.770","url":null,"abstract":"TESOL JournalEarly View e770 MEDIA REVIEW Antisocial language teaching: English and the pervasive pathology of whitenessBy J. P. B. Gerald. Multilingual Matters. 192 pages. Price USD 89.95 (hardcover), USD 24.95 (paperback), USD 13.00 (e-book). ISBN 978–180041–326-9 Sender Dovchin, Corresponding Author Sender Dovchin [email protected] orcid.org/0000-0003-4327-7096 Curtin University Email: [email protected]Search for more papers by this author Sender Dovchin, Corresponding Author Sender Dovchin [email protected] orcid.org/0000-0003-4327-7096 Curtin University Email: [email protected]Search for more papers by this author First published: 17 October 2023 https://doi.org/10.1002/tesj.770Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. REFERENCES Dovchin, S. (2022). Translingual discrimination. Cambridge, England: Cambridge University Press. https://doi.org/10.1017/9781009209748 Gerald, J. (2020). Worth the risk: Towards decentring whiteness in English language teaching. BC TEAL Journal, 5(1), 44–54. https://doi.org/10.14288/bctj.v5i1.345 Ruecker, T., and Ives, L. (2015). White native English speakers needed: The rhetorical construction of privilege in online teacher recruitment spaces. TESOL Quarterly, 49, 733–754. https://doi.org/10.1002/tesq.195 Tankosić, A., Dryden, S., & Dovchin, S. (2021). The link between linguistic subordination and linguistic inferiority complexes: English as a second language migrants in Australia. International Journal of Bilingualism, 25, 1782–1798. https://doi.org/10.1177/13670069211035561 Early ViewOnline Version of Record before inclusion in an issuee770 ReferencesRelatedInformation","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136033106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Autoethnography for language teacher education programs: Connecting identities, ideologies, and experiences to curricular design practices","authors":"Matt Kessler","doi":"10.1002/tesj.772","DOIUrl":"https://doi.org/10.1002/tesj.772","url":null,"abstract":"Abstract Autoethnography, a qualitative research methodology that investigates aspects of individuals' identities, ideologies, and emotions, has recently gained traction in applied linguistics and second language (L2) scholarship. However, research is needed that investigates the use of autoethnography in preservice teacher education programs, along with exploring the connections between individuals' autoethnographies and actual pedagogical practices. The current study explores such issues by implementing a critical autoethnographic narrative assignment in a master's TESOL course for teacher candidates (TCs). Eight TCs completed two installments of a critical autoethnographic narrative, reflecting on their prior L2 learning and teaching/tutoring experiences. After completing various course assignments (e.g., textbook review, lesson plans), TCs then produced a final multimodal reflection, examining how their experiences influenced their pedagogies. TCs' narratives and reflections were thematically analyzed to examine 1) shared identities, ideologies, and challenges faced, and 2) explicit connections TCs made between their experiences and pedagogies. The findings of this study point to multiple shared ideologies and challenges among the TCs. Some preservice teachers were also able to link aspects of their identities and ideologies to specific curricular design practices. Implications are discussed for L2 teacher educators in terms of leveraging autoethnography for fostering reflective practices.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135995718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Instructors' views regarding the level of importance and implementation of quality standards in intensive English programs","authors":"Orhan Ataman, Abdullah Adıgüzel","doi":"10.1002/tesj.765","DOIUrl":"https://doi.org/10.1002/tesj.765","url":null,"abstract":"Abstract The aim of this research was to determine instructors' views regarding the level of importance and implementation of quality standards in intensive English programs (IEPs) of higher education in Türkiye. A descriptive research method was used for the study. The authors used a questionnaire produced from simplified versions of IEP quality standards of 12 accreditation bodies. The questionnaire consisted of 7 standard areas and 70 items. As for the data gathering process, stratified sampling method was used. Universities in Türkiye were divided into 6 categories according to their scores in the University Ranking by Academic Performance (URAP) list, and 258 instructors working at universities in different URAP categories participated in the research. As a result of the study, it was seen that all of the standard areas were considered important by instructors. Six of the standard areas were found to be met “to a great extent,” whereas the “Continuous Improvement” standard area was found to be met “moderately” according to instructors' views. Also, the instructors who experienced the accreditation process gave more importance to quality standards. Finally, it was determined that the level of implementation of the quality standards was rated higher at accredited IEPs.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136033512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"On effective learning of English collocations: From perspectives of distributed practice and semantic restructuring","authors":"Satoshi Yamagata, Tatsuya Nakata, James Rogers","doi":"10.1002/tesj.767","DOIUrl":"https://doi.org/10.1002/tesj.767","url":null,"abstract":"Abstract Knowledge of collocations facilitates second language (L2) learning by enhancing accuracy and fluency. However, acquiring L2 collocations is often challenging for learners. One factor contributing to this difficulty is incongruency between first and second languages (e.g., draw distinctions in English corresponds to do distinctions in Japanese). One possible solution is to facilitate semantic restructuring, where learners develop their understanding of L2 words' semantic possibilities. For the restructuring of semantic knowledge to occur, repeated exposure to multiple collocations containing the same node word may be necessary (e.g., draw attention , draw a conclusion ). However, how to facilitate semantic restructuring through repeated exposure is still unknown. Particularly, to what extent temporal distribution (i.e., spacing) of multiple collocations affects learning is an important issue to be examined. Based on recent research on collocation learning, the present article argues that a combination of massing and spacing can promote L2 collocation learning from the viewpoint of semantic restructuring. It also discusses some practical implications for effective L2 collocation learning.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136212547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The enactment of teacher‐educator interactional identities in the classrooms of English language education","authors":"Edgar Lucero‐Babativa","doi":"10.1002/tesj.766","DOIUrl":"https://doi.org/10.1002/tesj.766","url":null,"abstract":"Abstract This research article presents a study on teacher‐educator interactional identities in English language education. The study extends conversation analysis by doing co‐analysis and member‐checking with three participating teacher‐educators to analyze the enactment of their interactional identities in language‐based and content‐based classes in three different undergraduate programs in English language education. Findings discuss the presence of multiple interactional identities composed of varied forms of being and doing as interactants in the occurring organizations of classroom interaction. These findings highlight the relevance of studying teacher‐educator interactional identities to explain how English language education occurs during classroom interaction.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135147295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Storytelling as an outlet for restoration and peacebuilding: An introduction to the Special Issue","authors":"Luis Javier Pentón Herrera, Ethan Trinh, Gloria Park","doi":"10.1002/tesj.763","DOIUrl":"https://doi.org/10.1002/tesj.763","url":null,"abstract":"TESOL JournalEarly View e763 EDITORIAL Storytelling as an outlet for restoration and peacebuilding: An introduction to the Special Issue Luis Javier Pentón Herrera, Corresponding Author Luis Javier Pentón Herrera [email protected] orcid.org/0000-0002-8865-8119 Akademia Ekonomiczno-Humanistyczna w WarszawieSearch for more papers by this authorEthan Trinh, Ethan Trinh orcid.org/0000-0002-9555-0122 Georgia State UniversitySearch for more papers by this authorGloria Park, Gloria Park Indiana University of PennsylvaniaSearch for more papers by this author Luis Javier Pentón Herrera, Corresponding Author Luis Javier Pentón Herrera [email protected] orcid.org/0000-0002-8865-8119 Akademia Ekonomiczno-Humanistyczna w WarszawieSearch for more papers by this authorEthan Trinh, Ethan Trinh orcid.org/0000-0002-9555-0122 Georgia State UniversitySearch for more papers by this authorGloria Park, Gloria Park Indiana University of PennsylvaniaSearch for more papers by this author First published: 03 October 2023 https://doi.org/10.1002/tesj.763Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat REFERENCES Alonso García, N., Demperio, J., & Kozlowska, M. (2023). The CLIC project: Language stories matter. TESOL Journal [this issue]. https://doi.org/10.1002/tesj.751 Angay-Crowder, T., Choi, J., & Yi, Y. (2013). Putting multiliteracies into practice: Digital storytelling for multilingual adolescents in a summer program. TESL Canada Journal, 30(2), 36–45. https://doi.org/10.18806/tesl.v30i2.1140 Barkhuizen, G. (2018). Storytelling. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Hoboken, NJ: Wiley. https://doi.org/10.1002/9781118784235.eelt0184 B. Birch (Ed.). (2022). Creating classrooms of peace in English language teaching. New York, NY: Routledge. Birch, B. M. (2009). The English language teacher in global civil society. New York, NY: Routledge. Byram, M. (1997). Teaching and assessing intercultural communicative competence. Bristol, England: Multilingual Matters. Contreras, G. A. (2000). Self-storying, self-understanding: Toward a narrative approach to EFL teacher education. TESOL Journal, 9(3), 24–27. https://doi.org/10.1002/j.1949-3533.2000.tb00264.x Curtis, A. (2022). The new peace linguistics and the role of language in conflict. Charlotte, NC: Information Age. Datta, R. (2018). Traditional storytelling: An effective Indigenous research methodology and its implications for environmental research. AlterNative: An International Journal of Indigenous Peoples, 14(","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135696245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning English through Manga (Japanese Comic Books)","authors":"Song (Joseph) Cho","doi":"10.1002/tesj.764","DOIUrl":"https://doi.org/10.1002/tesj.764","url":null,"abstract":"The popularity of manga (Japanese comic books) continues to increase around the world. To a large extent, its success can be attributed to the widespread availability of anime (Japanese animation) via streaming services and social media. Reading manga has become a favorite pastime for young and old alike. According to Mark MacWilliams (2008), “Manga and anime are an increasingly important part of the global culture industry. These pop cultural exports, along with Japanese fashion, pop music, and TV dramas, are now avidly consumed not only throughout much of Asia, but also in Europe and North America” (p. 13). Occupying an important niche in popular culture, these brightly colored comics are prominently displayed in major bookstores such as Barnes & Noble—which also happens to sell a wide range of anime-related products. In view of their popularity, should instructors of English as a second or foreign language (ESL/EFL) harness their students' interest in manga in their classrooms? In other words, would the use of manga by instructors elicit greater participation from college students? To be sure, scholars such as Takako Yasuta (Yasuta & Blake, 2021) and Lara Promnitz-Hayashi (2016) have used manga in their EFL classrooms. However, this topic has received little scholarly attention and, therefore, remains largely unexplored. At first glance, graphic novels may appear to have only entertainment value. Upon a closer examination, however, it becomes increasingly apparent that they can serve as invaluable learning tools. In the United States, instructors use graphic novels to teach a variety of subjects. For instance, many history professors use Art Spiegelman's Maus: A Survivor's Tale to teach about the Holocaust. Another popular graphic novel is Persepolis: The Story of a Childhood in which the author recounts her childhood during the Iranian Revolution. In a way, Maus and Persepolis encapsulate this field's possibilities for reimagining the study of history. As such, it is not without reason that many English departments in the US are offering courses on comics and graphic novels. In the words of James Bucky Carter (2007), “comics and graphic novels are experiencing a burgeoning Golden Age in education today” (p. 1). In Japan, instructors can use an English-translated manga in their EFL courses. Kate Allen and John E. Ingulsrud (2003) conducted a survey on Japanese college students' reading habits. They note that “translations of manga could be used by Japanese teachers to illustrate different aspects of language use, including code switching and the use of registers” (p. 681). Significantly, their respondents “reported that the language of manga provided models for their own communication repertoire” (p. 681). In view of the above, it is worth exploring the use of English-translated popular manga series in ESL/EFL classrooms. Stephen Krashen (2004) writes that “there is considerable evidence that comic books can and do lead to more ‘serious’ readi","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"09 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136336458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Envisioning the marriage of storytelling and peacebuilding for a better world","authors":"Gertrude Tinker Sachs","doi":"10.1002/tesj.758","DOIUrl":"https://doi.org/10.1002/tesj.758","url":null,"abstract":"TESOL JournalEarly View e758 READER'S FORUM Envisioning the marriage of storytelling and peacebuilding for a better world Gertrude Tinker Sachs, Corresponding Author Gertrude Tinker Sachs [email protected] orcid.org/0000-0002-4057-7897 Georgia State UniversitySearch for more papers by this author Gertrude Tinker Sachs, Corresponding Author Gertrude Tinker Sachs [email protected] orcid.org/0000-0002-4057-7897 Georgia State UniversitySearch for more papers by this author First published: 22 September 2023 https://doi.org/10.1002/tesj.758Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat REFERENCES A. Asojo, & T. Falola (Eds.). (2021). African humanity: Creativity, identity and personhood. Durham. NC: Carolina Academic Press. Blackmer Reyes, K., & Curry Rodríguez, J. E. (2012). Testimonio: Origins, terms, and resources. Equity and Excellence in Education, 45, 525–538. https://doi.org/10.1080/10665684.2012.698571 Cheng, M. (2023, July 22). Indigenous women in Canada forcibly sterilized decades after other rich countries stopped. APNews. https://apnews.com/article/canada-indigenous-women-sterilization-apology-reparations-ebcacc0f27b8d4c12d8690718202531d Croft, T. (2023, July 19). Those in gravesite ‘deserve to be remembered.’ Descendents work to restore neglected Black cemetery. Atlanta Journal Constitution, A14. Dei, G. J. S., & Jaimungal, C. (2018). Indigeneity and decolonial resistance: Alternatives to colonial thinking and practice. Gorham, ME: Myers Education Press. Dillard, C. B. (2022). The spirit of our work: Black women teachers (re)member. Boston, MA: Beacon Press. Kalan, A. (2016). Who's afraid of multilingual education? Conversations with Tove Skutnabb-Kangas, Jim Cummins, Ajit Mohanty and Stephen Bahry about the Iranian context and beyond. Bristol, England: Multilingual Matters. Minow, M. (1998). Between vengeance and forgiveness: Facing history after genocide and mass violence. Boston, MA: Beacon Press. Pentón Herrera, L. J., & McNair, R. L. (2021). Restorative and community-building practices as social justice for English learners. TESOL Journal, 12(1), 1–11. https://doi.org/10.1002/tesj.523 J. A. Q'um Q'um Xiiem, J. B. J. Lee-Morgan, & J. Santolo (Eds). (2019). Decolonizing research: Indigenous storywork as methodology. New York, NY: Bloomsbury Academic. Simon, R. (2014). A pedagogy of witnessing: Curatorial practice and the pursuit of social justice. Albany: State University of New York Press. Skutnabb-Kangas, T. (2006). Linguistic rights. In K. Brown (Ed.), En","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136062021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The potential for learning mid‐ and low‐frequency words through listening to podcasts","authors":"Ulugbek Nurmukhamedov, Shoaziz Sharakhimov","doi":"10.1002/tesj.762","DOIUrl":"https://doi.org/10.1002/tesj.762","url":null,"abstract":"TESOL JournalEarly View e762 RESEARCH BRIEF The potential for learning mid- and low-frequency words through listening to podcasts Ulugbek Nurmukhamedov, Corresponding Author Ulugbek Nurmukhamedov [email protected] orcid.org/0000-0001-9293-2865 Northeastern Illinois UniversitySearch for more papers by this authorShoaziz Sharakhimov, Shoaziz Sharakhimov PDP UniversitySearch for more papers by this author Ulugbek Nurmukhamedov, Corresponding Author Ulugbek Nurmukhamedov [email protected] orcid.org/0000-0001-9293-2865 Northeastern Illinois UniversitySearch for more papers by this authorShoaziz Sharakhimov, Shoaziz Sharakhimov PDP UniversitySearch for more papers by this author First published: 20 September 2023 https://doi.org/10.1002/tesj.762Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat REFERENCES Anthony, L. (2014). AntWordProfiler (Version 1.4.1). [Computer Software]. https://www.laurenceanthony.net/software/antwordprofiler/ Brown, R., Waring, R., & Donkaewbua, S. (2008). Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories. Reading in a Foreign Language, 20, 136–163. Chang, A., & Millet, S. (2014). The effect of extensive listening on developing L2 listening fluency: Some hard evidence. ELT Journal, 68, 31–40. Meier, A. (2015). L2 incidental vocabulary acquisition through extensive listening to podcasts. Studies in Applied Linguistics and TESOL, 15, 72–84. Motamedynia, M., & Shahri, N. (2022). Investigating the lexical demands of English-as-an-additional-language and general-audience podcasts and their potential for incidental vocabulary learning. Canadian Journal of Applied Linguistics, 25, 103–131. Nation, I. S. P. (2018). The BNC/COCA word family lists. http://www.victoria.ac.nz/lals/about/staff/paul-nation Nation, I. S. P., & Anthony, L. (2013). Mid-frequency readers. Journal of Extensive Reading, 1, 5–16. Nurmukhamedov, U., & Sadler, R. (2011). Podcasts in four categories: Applications to language learning. In M. Abdous & B. Facer (Eds.), Academic podcasting and mobile assisted language learning: Applications and outcomes (pp. 176–195). Hershey, PA: IGI Global. Nurmukhamedov, U., & Sharakhimov, S. (2023). Corpus-based vocabulary analysis of English podcasts. RELC Journal, 54(1), 7–21. Pavia, N., Webb, S., & Faez, F. (2019). Incidental vocabulary learning through listening to songs. Studies in Second Language Acquisition, 41, 745–768. Peters, E. (2018). The effect of out-of-class exposure to English language media on le","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136312934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Equipping faculty to support multilingual learners in higher education: An online course model for faculty professional development","authors":"Mitchell Goins","doi":"10.1002/tesj.760","DOIUrl":"https://doi.org/10.1002/tesj.760","url":null,"abstract":"The author has no conflicts of interest to report.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135307319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}