Abstract
The unprecedented linguistic, cultural, and religious diversity of English as a second language (ESL), English as a foreign language (EFL), migrant, and refugee students can be a challenge for language educators worldwide. This complexity necessitates that both language and content‐area teachers take mandatory graduate coursework in TESOL, or attend professional development workshops to acquire specific strategies to work with the increasing number of English language learners (ELLs), develop pedagogical mastery of teacher talk (TT), and establish positive and constructive attitudes toward working with ELLs in K‐12, intensive English programs, and university ESL and EFL classroom contexts.
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