Abstract
This editorial explores the underlying reason for the journal and articulates a stance that promotes scholarship as a shared endeavour of everyone in the field of English as an additional language teaching and learning. It further offers a definition of a scholar-practitioner that underscores professional growth, content and pedagogical knowledge, articulated language, and connections between teaching and research. The six articles in the current issue are summarized in three groups related to higher education and English for academic purposes, English language proficiency testing and student success, and TESOL certificate and graduate student experiences.
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