Current issue: Volume 22 Number 2 (February 2013)

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The first article in this edition , written by Robert Phillipson, is a version of his keynote address at the Australian Council of TESOL Associations (ACTA) International Conference 2012 held in Cairns. Responding to the issue of TESOL as global trade, Phillipson explores the historical purposes of using English as an imperial language and as a dominant language of the neoliberal economic order and globalization. 

Next article, ‘We really need help! Providing appropriate written feedback on the drafts of higher degree by research students for whom English is an additional language,’ is written by Robert Bloomfield. A student advisor at a large multi-campus university in South Australia, Bloomfield explores the ways of providing a more effective written advice to his EAL Higher Research Degree (HDR) students.  Beginning with the premise that students should receive a quality advice that speaks to their needs, the study explores the dimensions of what counts as useful and explicit feedback.  

In the final piece, Rhonda Oliver, Ellen Grote, Judith Rochecouste and Mike Exell focus their article on needs analysis for EAL/EAD task-based learning. Oliver et al describe a case study of VET Indigenous students that uncovered the actual language and literacy tasks that these students are likely to encounter in various workplace settings and the implications of these tasks for TESOL pedagogy.

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