【每日期刊】 TESOL Journal《对外英语教育杂志》2025年第16卷第1期-S1-共25篇论文（侵删）
本期推送的是ESCI期刊——TESOL Journal《对外英语教育杂志》最新一期、即2025年第16卷第1期-S1特刊的25篇论文（侵删），其中目录可在正文中查看，全文可以点击文末按钮下载。
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TESOL Journal《对外英语教育杂志》2025年第16卷第1期-S1-共25篇论文（侵删） 
| 序号 | 类型 | 作者 | 题目 |
| 01 | Article | / | ISSUE INFORMATION
|
| 02 | Article | Ekaterina Arshavskaya
|
Increasing student identity options through service-learning
|
| 03 | Article | Marie Alina Yeo, Jonathan Mark Newton
|
The four strands: A simplified approach to SLA for CLIL
|
| 04 | Article | Özgehan Uştuk
|
A transnational language teacher educator's autoethnographic pursuit of reflexivity in Hong Kong
|
| 05 | Article | Xinyue Lu et al.
|
“I felt like I was being judged…”: A duoethnography exploring international language teacher educator identities
|
| 06 | Article | Amber N. Warren et al.
|
Advocacy-oriented language teacher educator identity as ethical self-formation: A polyvocal exploration
|
| 07 | Article | Marisol Diaz et al. | R.A.I.C.E.S. (Roots): A conceptual framework for community-building that connects linguistic and cultural wealth to support emergent bilinguals
|
| 08 | Article | Vikrant Chap, Wayne E. Wright
|
Content and language integrated learning in Cambodia's higher education: A study of an Introduction to ASEAN course
|
| 09 | Article | Jennifer Altavilla-Giordano, Nate Monley
|
How teachers' beliefs and pedagogical practices are impacted by the experience of being labeled as an English learner
|
| 10 | Article | Ximena Uribe-Zarain et al.
|
Transforming teacher attitudes and practices: The efficacy of sustained professional development in culturally responsive education
|
| 11 | Article | Roby Marlina
|
“Who says Singlish cannot be used?”: An EIL-aware teacher professional development course in Singapore
|
| 12 | Article | Chatwara Suwannamai Duran, Aijuan Cun
|
Transnational literacies and praxis responding to refugee-background students and their families from Burma/Myanmar
|
| 13 | Article
|
Christine Montecillo Leider et al.
|
Are we language teacher educators? Using linguistic cartography to support teacher identity development around language
|
| 14 | Article
|
Karen D. Thompson et al. | Broadening definitions of impact: A case study of competing tensions when evaluating the impact of National Professional Development grants
|
| 15 | Article
|
Li-Mei Chen, Chunlei Liu
|
Critical learner autonomy in the digital language learning context
|
| 16 | Article | Marco A. Bravo et al.
|
Improving mathematics outcomes for multilingual learners in dual language programs through targeted teacher professional development
|
| 17 | Article
|
Stefan O'Grady
|
Task design and rater effects in task-based language assessment
|
| 18 | Article
|
Cathy Coulter, Lisa K. Richardson
|
Sustained collaborative inquiry with teachers of multilingual learners
|
| 19 | Article
|
Edward G. Lyon
|
Transforming secondary teacher preparation for multilingual learners through translanguaging: Toward an integrated biliteracy and disciplinary learning framework
|
| 20 | Article
|
Tabitha Kidwella
|
“I shouldn't have to fumble my way around”: An investigation of the current state of TESOL teacher trainers' professional development in the United States
|
| 21 | Article
|
M'Balia Thomas, Allie Rosenberg
|
Teachable moments in support of K-12 social and emotional learning in the TESOL Practicum
|
| 22 | Article
|
Elena Andrei et al.
|
Redefining inclusive teacher education: All students means all students
|
| 23 | Article
|
Ana M. Hernández, Annette Daoud
|
Relating preservice teacher's bilingual teaching self-efficacy to lesson differentiation practices for multilingual learners
|
| 24 | Article
|
Juyoung Song, Bedrettin Yazan
|
Interview with Bedrettin Yazan on autoethnography: Its application to research and pedagogy in language teacher education
|
| 25 | Article
|
Claudia Rodriguez-Mojica et al.
|
Translanguaging Formative Assessment Tools for Bilingual Teachers of Multilingual Students
|
发布人
姓名：Charry
单位：DL
身份：语言文学