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The Electronic Journal for English as a Second Language
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  • About TESL-EJ
  • Vols. 1-15 (1994-2012)
    • Volume 1
      • Volume 1, Number 1
      • Volume 1, Number 2
      • Volume 1, Number 3
      • Volume 1, Number 4
    • Volume 2
      • Volume 2, Number 1 — March 1996
      • Volume 2, Number 2 — September 1996
      • Volume 2, Number 3 — January 1997
      • Volume 2, Number 4 — June 1997
    • Volume 3
      • Volume 3, Number 1 — November 1997
      • Volume 3, Number 2 — March 1998
      • Volume 3, Number 3 — September 1998
      • Volume 3, Number 4 — January 1999
    • Volume 4
      • Volume 4, Number 1 — July 1999
      • Volume 4, Number 2 — November 1999
      • Volume 4, Number 3 — May 2000
      • Volume 4, Number 4 — December 2000
    • Volume 5
      • Volume 5, Number 1 — April 2001
      • Volume 5, Number 2 — September 2001
      • Volume 5, Number 3 — December 2001
      • Volume 5, Number 4 — March 2002
    • Volume 6
      • Volume 6, Number 1 — June 2002
      • Volume 6, Number 2 — September 2002
      • Volume 6, Number 3 — December 2002
      • Volume 6, Number 4 — March 2003
    • Volume 7
      • Volume 7, Number 1 — June 2003
      • Volume 7, Number 2 — September 2003
      • Volume 7, Number 3 — December 2003
      • Volume 7, Number 4 — March 2004
    • Volume 8
      • Volume 8, Number 1 — June 2004
      • Volume 8, Number 2 — September 2004
      • Volume 8, Number 3 — December 2004
      • Volume 8, Number 4 — March 2005
    • Volume 9
      • Volume 9, Number 1 — June 2005
      • Volume 9, Number 2 — September 2005
      • Volume 9, Number 3 — December 2005
      • Volume 9, Number 4 — March 2006
    • Volume 10
      • Volume 10, Number 1 — June 2006
      • Volume 10, Number 2 — September 2006
      • Volume 10, Number 3 — December 2006
      • Volume 10, Number 4 — March 2007
    • Volume 11
      • Volume 11, Number 1 — June 2007
      • Volume 11, Number 2 — September 2007
      • Volume 11, Number 3 — December 2007
      • Volume 11, Number 4 — March 2008
    • Volume 12
      • Volume 12, Number 1 — June 2008
      • Volume 12, Number 2 — September 2008
      • Volume 12, Number 3 — December 2008
      • Volume 12, Number 4 — March 2009
    • Volume 13
      • Volume 13, Number 1 — June 2009
      • Volume 13, Number 2 — September 2009
      • Volume 13, Number 3 — December 2009
      • Volume 13, Number 4 — March 2010
    • Volume 14
      • Volume 14, Number 1 — June 2010
      • Volume 14, Number 2 – September 2010
      • Volume 14, Number 3 – December 2010
      • Volume 14, Number 4 – March 2011
    • Volume 15
      • Volume 15, Number 1 — June 2011
      • Volume 15, Number 2 — September 2011
      • Volume 15, Number 3 — December 2011
      • Volume 15, Number 4 — March 2012
  • Vols. 16-Current
    • Volume 16
      • Volume 16, Number 1 — June 2012
      • Volume 16, Number 2 — September 2012
      • Volume 16, Number 3 — December 2012
      • Volume 16, Number 4 – March 2013
    • Volume 17
      • Volume 17, Number 1 – May 2013
      • Volume 17, Number 2 – August 2013
      • Volume 17, Number 3 – November 2013
      • Volume 17, Number 4 – February 2014
    • Volume 18
      • Volume 18, Number 1 – May 2014
      • Volume 18, Number 2 – August 2014
      • Volume 18, Number 3 – November 2014
      • Volume 18, Number 4 – February 2015
    • Volume 19
      • Volume 19, Number 1 – May 2015
      • Volume 19, Number 2 – August 2015
      • Volume 19, Number 3 – November 2015
      • Volume 19, Number 4 – February 2016
    • Volume 20
      • Volume 20, Number 1 – May 2016
      • Volume 20, Number 2 – August 2016
      • Volume 20, Number 3 – November 2016
      • Volume 20, Number 4 – February 2017
    • Volume 21
      • Volume 21, Number 1 – May 2017
      • Volume 21, Number 2 – August 2017
      • Volume 21, Number 3 – November 2017
      • Volume 21, Number 4 – February 2018
    • Volume 22
      • Volume 22, Number 1 – May 2018
      • Volume 22, Number 2 – August 2018
      • Volume 22, Number 3 – November 2018
      • Volume 22, Number 4 – February 2019
    • Volume 23
      • Volume 23, Number 1 – May 2019
      • Volume 23, Number 2 – August 2019
      • Volume 23, Number 3 – November 2019
      • Volume 23, Number 4 – February 2020
    • Volume 24
      • Volume 24, Number 1 – May 2020
      • Volume 24, Number 2 – August 2020
      • Volume 24, Number 3 – November 2020
      • Volume 24, Number 4 – February 2021
    • Volume 25
      • Volume 25, Number 1 – May 2021
      • Volume 25, Number 2 – August 2021
      • Volume 25, Number 3 – November 2021
      • Volume 25, Number 4 – February 2022
    • Volume 26
      • Volume 26, Number 1 – May 2022
      • Volume 26, Number 2 – August 2022
      • Volume 26, Number 3 – November 2022
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  • TESL-EJ Editorial Board

From the editor

Dear Readers,

This issue excites us! The scholarship of the articles, the international range of authors and the current significance of the Special Issue topic – “Promoting Diversity and Inclusion in Language Education: Perspectives from Research and Practice in Global Englishes and Translanguaging” makes this an issue which will surely be highly valued by the international ELT community.

We congratulate the Special Issue team, Meng Huat Chau, Anita Lie, George Jacobs and Willy Renandya for a job well done. Not only did they whittle down over 20 “expressions of interest” into ten quality articles, but went the extra mile by compiling a set of “Perspectives” on the issue by leading scholars in specific aspects of the ELT discipline. I’m sure that you will find their insights enlightening.

This special  issue identifies  and confirms two clear trends in ELT,  1) the rising interest in and acceptance of translanguaging and  2) the fact that the ownership of English, is not the “native speaker” but rather belongs to the actual users and  their interlocutors. This has significant ramifications for pre- and in-service teacher training and presents us with the challenge to change the mind-set of all involved in language education both at the theoretical and procedural levels.

We all owe a debt of thanks to the TESL-EJ volunteer staff who had to spend an inordinate amount of time preparing this issue  which offers nearly double the number of articles in a regular issue. I would like to single out Technical Editor, Aaron Campbell, and Production Editor, Nhật Quang, in particular, for their efforts to get this issue out on schedule.

Passages. It is with great sadness that we have had to publish an In Memorium for Vance Stevens, who was not only the editor of the TESL-EJ On the Internet feature for almost twenty years, but also a leading, inspirational figure in educational technology for language learning from the infancy of CALL over 40 years ago.

Thanks to recent reviewers. Continuing our new policy, we thank the reviewers of all submission that had reached a decision since our last issue – regardless of whether the paper  was accepted or declined. Thanks go to: Affandi, Babak Khoshnevisan, Behrang Mohammad-Salehi, Brandon Kramer, Brett Reynolds, Christina Nicole Giannikas, Colin W Campbell, Doreen Ewert, Ehsan Rassaei, Erin Singer, Foad Behzadpoor, Frank Hermann, Frankie Subon, George Jacobs, Hamed Zandi, Hanh Nguyen, Heidi E Vellenga, Joseph Tomei, Karen Glaser, Lorena Salud Gadella Kamstra, Makimi Kano, Mandana Arfa-Kaboodvand, Marzieh Bagherkazemi, Mehdi Moharami, Mehrdad Mohajerpour, Michael Mauricio, Miriam Faine, Mostafa Nazari, Noura Dakhail, Omer Ozer, Parastoo Alizadeh Oghyanous, Parisa Abdolrezapour, Pruksapan Bantawtook, Randall Davis, Sabri T. S. Ahmed, Stuart McLean, Su-Hie Ting, Supiani, Tatiana Nekrasova-Beker, Ufuk Atas, Zachary Farouk Chai and Zia Tajeddin.

Best,
Thomas N. Robb, Ph.D.
For the editorial team

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