Translanguaging in Action: Authentic Teaching Practices in the High School English as an Additional Language Classroom.
- Published in:
- TESOL Journal, 2025, v. 16, n. 2, p. 1, doi. 10.1002/tesj.70045
- By:
- Publication type:
- Article
Works matching IS 10567941 AND DT 2025 AND VI 16 AND IP 2
Results: 26
1
2
Preparing Educators for Multilingual Learners: A Strengths‐Based Educator Preparation Framework.
- Published in:
- TESOL Journal, 2025, v. 16, n. 2, p. 1, doi. 10.1002/tesj.70043
- By:
- Publication type:
- Article
3
Teachers of Multiple Languages: Identities, Beliefs, and Emotions.
- Published in:
- 2025
- By:
- Publication type:
- Book Review
4
An Interview With Peter De Costa on Language Teacher Emotions and Identities.
- Published in:
- 2025
- By:
- Publication type:
- Interview
5
The Impact of the ProELT Training Program on Malaysian English Teachers' Self‐Efficacy.
- Published in:
- TESOL Journal, 2025, v. 16, n. 2, p. 1, doi. 10.1002/tesj.70040
- By:
- Publication type:
- Article
6
Global Englishes in English Language Teaching: Evaluating Coursebooks Used in an Undergraduate Program in Vietnam.
- Published in:
- TESOL Journal, 2025, v. 16, n. 2, p. 1, doi. 10.1002/tesj.70039
- By:
- Publication type:
- Article
7
Beyond Compliance: Secondary Teachers Navigate Tensions of Equity in Knowledge and Practice to Support Culturally and Linguistically Diverse Learners.
- Published in:
- TESOL Journal, 2025, v. 16, n. 2, p. 1, doi. 10.1002/tesj.70038
- By:
- Publication type:
- Article
8
Impact of Digital Resources on ESP Academic Performance.
- Published in:
- TESOL Journal, 2025, v. 16, n. 2, p. 1, doi. 10.1002/tesj.70037
- By:
- Publication type:
- Article
9
The Assessment of Multilingual Learners: Supporting English Language Learners.
- Published in:
- 2025
- By:
- Publication type:
- Book Review
10
Neoliberal Governments, ESOL Provision and Wider Implications.
- Published in:
- TESOL Journal, 2025, v. 16, n. 2, p. 1, doi. 10.1002/tesj.70035
- By:
- Publication type:
- Article
11
D‐ID Studio: Empowering Language Teaching With AI Avatars.
- Published in:
- TESOL Journal, 2025, v. 16, n. 2, p. 1, doi. 10.1002/tesj.70034
- By:
- Publication type:
- Article
12
The Relationship Between Teachers' Knowledge and Skills and Multilingual Learners' Self‐Efficacy and Academic Performance.
- Published in:
- TESOL Journal, 2025, v. 16, n. 2, p. 1, doi. 10.1002/tesj.70028
- By:
- Publication type:
- Article
13
More Than Just Scaffolding: Leveraging Multimodal Pedagogies to Support Multilingual Learners in Science.
- Published in:
- TESOL Journal, 2025, v. 16, n. 2, p. 1, doi. 10.1002/tesj.70032
- By:
- Publication type:
- Article
14
Exploring Innovative Theoretical Frameworks for Understanding EFL Teachers' Intention to Teach With Technology: A Comparative Study.
- Published in:
- TESOL Journal, 2025, v. 16, n. 2, p. 1, doi. 10.1002/tesj.70031
- By:
- Publication type:
- Article
15
Office of English Language Acquisition National Professional Development Grant Program: Research on Schools, Teachers, and Communities.
- Published in:
- TESOL Journal, 2025, v. 16, n. 2, p. 1, doi. 10.1002/tesj.70030
- By:
- Publication type:
- Article
16
Challenging Systemic Barriers and Advancing Multilingual Education Through MEDALLA: Hacia Nuevos Conocmientos y Espacios Lingüísticos.
- Published in:
- TESOL Journal, 2025, v. 16, n. 2, p. 1, doi. 10.1002/tesj.70029
- By:
- Publication type:
- Article
17
Fostering Thai Students' Identities and Agency: Teacher Strategies for TED‐Style Presentations.
- Published in:
- TESOL Journal, 2025, v. 16, n. 2, p. 1, doi. 10.1002/tesj.70033
- By:
- Publication type:
- Article
18
A Language Teacher Educator's Identity and Agency Development via Virtual Professional Training: An Autoethnography.
- Published in:
- TESOL Journal, 2025, v. 16, n. 2, p. 1, doi. 10.1002/tesj.70027
- By:
- Publication type:
- Article
19
Autoethnographic Reflections on EFL Writing Development in a Theocracy.
- Published in:
- TESOL Journal, 2025, v. 16, n. 2, p. 1, doi. 10.1002/tesj.70026
- By:
- Publication type:
- Article
20
Language Teacher Educators' Intersectional Identities and Emotional Lives: From Individual Counternarratives to a Grand Counternarrative.
- Published in:
- TESOL Journal, 2025, v. 16, n. 2, p. 1, doi. 10.1002/tesj.70025
- By:
- Publication type:
- Article
21
The Relationship Between Teachers' Professional Knowledge and Skills, Teachers' Empowerment, and Students' Learning.
- Published in:
- TESOL Journal, 2025, v. 16, n. 2, p. 1, doi. 10.1002/tesj.70024
- By:
- Publication type:
- Article
22
Empowering Education: Evaluating and Enhancing Culturally Responsive Instruction for Teachers of English Learners in K‐8 Classrooms.
- Published in:
- TESOL Journal, 2025, v. 16, n. 2, p. 1, doi. 10.1002/tesj.70023
- By:
- Publication type:
- Article
23
Developing a Theory of Change: How Are Teacher Educators Preparing Pre‐ and In‐Service Teachers of Multilingual Learners?
- Published in:
- TESOL Journal, 2025, v. 16, n. 2, p. 1, doi. 10.1002/tesj.70021
- By:
- Publication type:
- Article
24
Issue Information.
- Published in:
- TESOL Journal, 2025, v. 16, n. 2, p. 1, doi. 10.1002/tesj.70018
- Publication type:
- Article
25
Conceptualizations of and Research on Language Teacher Leadership: A Scoping Review.
- Published in:
- TESOL Journal, 2025, v. 16, n. 2, p. 1, doi. 10.1002/tesj.70007
- By:
- Publication type:
- Article
26
Creating a Social and Emotional Learning Community Through Storytelling Journals: English Language Learning During Disruptive Times.
- Published in:
- TESOL Journal, 2025, v. 16, n. 2, p. 1, doi. 10.1002/tesj.70001
- By:
- Publication type:
- Article