Tag: TESOL
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Rethinking language textbooks: Language, Ideology, and Liquid Racism
Textbooks aren’t neutral. They shape how learners see language, culture, and identity while reinforcing hidden ideologies in education. This post explores how educators can critically engage with language textbooks to foster inclusion, justice, and critical awareness in the classroom.
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Using Linguistic Landscapes to Challenge Monolingual Norms in ELT
The post aims to challenge monolingual practices in language education. Drawing on a recently published study (Schvarcz & Warren, 2025) it argues that recognizing students’ linguistic backgrounds fosters engagement and inclusion.
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CLELE Journal: New issue and volunteering opportunity
This post introduces the May 2025 issue of CLELE Journal, with articles on critical literacy, cultural representation, and inclusive pedagogy through literature. It also features a call for volunteer copyeditors and submission info for prospective authors, ideal for educators, researchers and anyone interested in children’s literature and language education.
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The AI Lang BarCamp: AI for Language Education
An invitation to share your practical ideas about AI-assisted language education in a BarCamp (informal expert meeting) in November 2024.
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Children’s Literature in English Language Education Journal
A few words about the Literature in English Language Education Journal, a diamond open access journal for ELT teachers and researchers.
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Call for papers: Inclusion & Diversity in CALL
If you’re teaching and researching Computer Assisted Language Learning (CALL), you may be interested in the following Call for Papers for a special issue to be published in CALICO Journal, the official journal of the Computer Assisted Learning International Consortium. The special issue is edited by Carolyn Blume (TU Dortmund), Jules Bündgens-Kosten (Goethe University Frankfurt)…
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ELT and research: Invitation to a survey
I would appreciate it greatly if you could take part in this 10-minute survey.
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Complex Dynamic Systems Theory as a meta-theory for language education
Language classrooms are never static: every learner, every interaction, and every context shifts from moment to moment. Complex Dynamic Systems Theory (CDST) provides a framework for making sense of this complexity, showing teachers how to embrace change, adapt to uncertainty, and design learning that reflects real classroom dynamics. This post contains somre reflections about how…
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![Innovations in the Teaching of English and World Languages from a Decolonial Perspective [Call for Chapters]](https://achilleaskostoulas.com/wp-content/uploads/2023/09/AdobeStock_603895353.jpeg)
Innovations in the Teaching of English and World Languages from a Decolonial Perspective [Call for Chapters]
Call for Chapters for an edited volume that will explore decolonial perspectives on language teacher preparation.