AbstractQuestions asked by teachers in English‐medium instruction (EMI) classrooms are widely recognized as crucial in mediating language and content learning. Nonetheless, studies on EMI classroom discourse have rarely attempted a comprehensive conceptualization of teacher questioning or an analytical model to operationalize such a conceptualization. Drawing on a conceptual framework that characterizes teacher questions in terms of cognitive demand and interactional orientation, this paper proposes a methodological and analytical procedure that allows the systematic examination and comparison of the productivity of teacher questions across different classroom contexts and promotes the rigor of research on teacher questioning. Baseline data collected for a larger multi‐phase research project investigating the effectiveness of a professional development program are used to illustrate how each of the four tiers in the analytical procedure operates and what analytical work is done at each tier. The paper concludes by inviting classroom discourse researchers to use this multi‐layered analytical framework to investigate the productivity of teacher questioning in the complex ecology of naturalistic classroom discourse rigorously and to further expand our conceptualization by integrating more aspects of teacher questions.

AbstractHigh school plays a pivotal role in preparing students for college. Accordingly, a large body of research examines how high schools shape general education students' postsecondary options. However, there is a dearth of research on high schools' role in promoting multilingual learners' (MLs) college access. MLs' educational experiences differ from those of other minoritized students because MLs are still developing English language proficiency while also learning academic content. It is thus important to examine high schools' role in shaping MLs' postsecondary pathways. Adopting a multisite qualitative case study approach and an ecology of equity framework, we compare the policies and practices of two Massachusetts public high schools that both successfully expanded MLs' postsecondary options but in different ways. We argue that expanding equity in MLs' college access looks very different depending on the context of schools and the socioeconomic circumstances and the immigration status of the students they serve. Sending many MLs to 4‐year colleges need not be the only measure of success; expanding MLs' awareness of other postsecondary options and helping them choose a path that is aligned with their goals is also a valid approach to equity.

AbstractLanguage teachers are increasingly expected to develop teaching materials in many contexts. This trend necessitates greater understanding of how language teachers develop their professional practices as materials developers. Applying an ecological perspective in combination with Wenger's theory of Communities of Practice, the present study examines the developmental trajectories of language teachers participating in a materials development community. Adopting a narrative case study approach, this study collected interview data, policy documents, meeting minutes, and personal materials that four language teachers used for developing materials. The findings show that these language teachers' developmental trajectories as materials developers were not linear and were mediated by individual beliefs and policy requirements upon entering the community; their knowledge and skills and the power relations they experienced during the materials development process; and their beliefs and power relations at the end of the project. These findings suggest that language teachers need individualized support and resources at various points throughout their participation in a materials development community to develop their professional practices throughout the process.

AbstractEmotion labor is so rooted in power structures of English learning and teaching that it pervades the everyday lives of language teachers and shapes their language teacher identities (LTIs). However, few studies have documented the emotion labor of Black women educators as they teach English abroad. Adopting an intersectional approach to emotion labor, this study addresses this gap by examining how one Black American woman educator, Kayla, engages in emotion labor to make sense of her LTIs over three years, teaching English in Korea. The analyses of the interview data show that Kayla's emotion labor regarding her intersectional positions (e.g., race, language, gender, nationality, age) encouraged her to reflect upon her overseas teaching experiences and search for avenues to navigate emotional job demands in the classroom and beyond, over time. Based on these findings, we conclude with implications for TESOL teacher education research and practice that considers using intersectionality to help all language teachers, and particularly those with intersectionally marginalized identities, to trace and understand the structures and history that bear upon their emotional and professional lives.

AbstractSignificant advancements in voice chatbots have spurred interest into their role in second language learning (Conium, 2008), particularly their ability to assist in the development of learners' conversation skills in a target language. Many efforts have been made to explore AI's potential to act as conversation partners for language learners. Of central concern is its “naturalness” in such an endeavor (Yang et al., 2022). Despite the importance of gauging “naturalness” in researching human–AI interaction, we are yet to find a systematic way of doing so. In this report, drawing upon half‐a‐century of conversation analytic findings as well as 15 recordings of human–AI interaction, we propose a framework that features three principles of natural human interaction: emergence, indexicality, and recipient design. Our goal is to support empirical research aimed at improving “naturalness” of AI conversational partners with language learners.

AbstractWhile reflection on one's own developing language teacher identity is a valuable experience for TESOL student teachers, written reflections and concerns about evaluation make it challenging to engage in authentic reflection. This paper reports on a novel method—meme creation and collaborative analysis via a descriptive review process—to facilitate TESOL student teacher reflection on their identity development and practicum experiences. Creating and collaboratively analyzing memes created opportunities for the student teachers in this study to identify and begin to examine assumptions about what it means to be TESOL student teachers and do English language teaching. Suggestions are offered for using the meme creation and analysis process as both a research method and a pedagogical tool to support (student) teachers' identity reflections.

AbstractThis editorial introduction to the special issue on Global Englishes and TESOL (Teaching English to speakers of other languages) explores the shifting landscape of English language teaching in response to English's role as a global lingua franca. The increasing diversification of English speakers and contexts challenges traditional TESOL practices, which have long centered on native speaker norms. This special issue includes 15 articles that critically examine the theoretical foundations of Global Englishes, the integration of these concepts into curricula, and the need for innovative research designs to support their implementation. These articles discuss how Global Englishes can address linguistic inequities, promote social justice, and reshape English language education by focusing on real‐world language use. The collection emphasizes the need for collaboration between researchers and practitioners to ensure that pedagogical approaches reflect the diverse linguistic realities of English learners today. Additionally, it highlights the barriers posed by standardized testing, textbook content, and entrenched native speaker ideologies. By advancing empirical research and showcasing diverse global perspectives, this special issue aims to push the boundaries of Global Englishes scholarship and inspire meaningful, practical innovations in TESOL.