Greetings,<\/p>\n
We are happy to announce the inaugural issue of TESL-EJ, Volume 14. We appreciate our growing readership. We have a few announcements to make:<\/p>\n
As always, we thank the many contributors, editors, reviewers, and readers who continue to make us successful.<\/p>\n
Best wishes,
\nMaggie Sokolik, Editor
\nThomas Robb, Co-Editor
\nGreta Vollmer, Submissions Editor<\/p>\n
Call for Manuscripts Date of Publication: September 2011 The September 2011 issue of TESL-EJ<\/em> will focus on scholarly research perspectives and classroom-based practices related to Pragmatics and Teacher Education.<\/p>\n Pragmatic competence is one of the vital components of communicative competence that needs to be considered in L2 teacher education programs. Unfortunately, available teacher education sources on ESL methodology and assessment lack a focus on teaching the pragmatic aspects of language. Pragmatics has been identified as an important component of language teacher\u2019s knowledge base and appears to have been incorporated into some teacher education programs in both ESL and EFL contexts. However, a recent nationwide survey (Vasquez & Sharpless, 2009) has found that the treatment of pragmatics in teacher training courses tends to center on theory rather than practical applications. Specific preparation focused on practical instructional pragmatics is needed for language teachers to be bale to effectively teach L2 pragmatics. To address such needs, this issue welcomes submissions of high-quality articles on topics relevant to the incorporation of instructional pragmatics into L2 teacher education in ESL and EFL contexts. The following are some suggested topics:<\/p>\n
\nTESL-EJ Special Issue: Incorporating Instructional Pragmatics into ESL\/EFL Teacher Education<\/strong><\/p>\n
\nDeadline for Submissions: Feb. 15, 2011
\nGuest Editor: Zohreh R. Eslami, Associate Professor, Texas A&M University
\nE-mail: zeslami@tamu.edu<\/p>\n\n