TESOL in Context

TESOL in Context

TESOL in Context is the publication of the Australian Council for TESOL Associations (ACTA) for teachers, researchers and others interested in TESOL in Australia and internationally. Normally, two issues are produced each year.

The journal has moved online and following Vol 26, No. 1, hard copies are longer being produced. The move to open access is part of an initiative to make the journal more easily accessible by readers and members. The journal will continue to be peer reviewed and attract high quality articles from experts in the TESOL field.

All past issues of TESOL in Context are available via the Informit website.

The  TESOL in Context Journal site is at  http://tesolincontext.org.au/


Recent issue: Volume 27, No 1 (August 2018)

------ TiC cover v27no1 August 2018

Listening to Learners’ Voices

This 2018 issue was initially intended as unthemed, but in fact a theme does emerge from the three papers – that of language learners’ voices, reminding us as educators of how much we need to listen – and the kinds of things we need to listen to more reflexively. Anna Filipi’s paper points to the frequent absence of the voices of international students in investigations, giving an account of their identities through a critical examination of English language learner categorisation. Suma Sumithran then asks how EAL/D teachers speak about their adult students’ language learning experiences, indicating that sometimes students’ voices are not heard in crucial ways, resulting in a perpetuation of cultural stereotyping, even if their teachers engage with them with the best of intentions. In an Australia characterised by cultural and linguistic diversity, an examination of the hybrid and fluid identities of its peoples reveal that ‘othering’ based on geographical nation-state boundaries is highly problematic. Finally, Nicholas Carr and Michiko Weinmann look at written corrective feedback from a sociocultural angle to give an account of how the voices of adult English language learners in Japan reveal their experiences of processing teacher feedback through collaboration, both with peers and with the language teacher.

Two books are reviewed in this issue: Angel Lin’s Language Across the Curriculum & CLIL in English as an Additional Language or Dialect (EAL/D) Contexts and Livingstone and Sefton-Green’s The Class: Living and Learning in the Digital Age

Journal Editorial Teams

TEAM 1:  Rod Neilsen, Ruth Arber and Michiko Weinmann

TEAM 2:  Anne Keary and Shem Macdonald

Contributing to TESOL in Context

Upcoming issues:

  • Volume 27 Number 2 (2018) - with a focus on Ethics and TESOL
  • Volume 28 Number 1 (2019)

If you would like to submit an article to be considered for publication in TESOL in Context, go to the "For writers" page for further information.

Copyright for all articles published in TESOL in Context is vested in the journal. Permission to publish articles elsewhere should be sought from tic@tesol.org.au

Please note: views expressed in contributions to TESOL in Context do not necessarily reflect those of ACTA.

Past issues of TESOL in Context

Previous issues of TESOL in Context contain many useful and insightful articles which are of interest to those in the TESOL profession.

All past issues are available via the Informit website. 

List of past issues, including contents, 1999-2015   


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