About the Journal

TESOL in Context is the peer-reviewed publication of the Australian Council for TESOL Associations (ACTA) for teachers, researchers and others interested in TESOL within Australia and internationally. Normally two issues are produced each year. TESOL in Context is an internationally refereed journal with a wide target audience, both national and international.  Readership includes TESOL / EAL professionals working in all sectors of education; universities, primary and secondary schooling, early childhood settings, adult migrant programs, vocational training, ELICOS and TESOL teacher education, both in Australia and internationally.  Articles published in TESOL in Context typically examine the nexus between theory and practice.

The aims of TESOL in Context are to:
. provide professionals in the field with insights into TESOL issues in Australia and internationally
. contribute to the development of classroom expertise through dissemination of current research and thinking around TESOL

ISSN 2209-0916

TESOL in Context is an internationally refereed journal with a wide target audience, both national and international.  Readership includes TESOL / EAL professionals working in all sectors of education; universities, primary and secondary schooling, early childhood settings, adult migrant programs, vocational training, ELICOS and TESOL teacher education, both in Australia and internationally.  Articles published in TESOL in Context typically examine the nexus between theory and practice.  The aims of TESOL in Context are to

  • provide professionals in the field with insights into TESOL issues in Australia and internationally
  • contribute to the development of classroom expertise through dissemination of current research and thinking around TESOL

ISSN 2209-0916

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Current Issue

Vol. 30 No. 2 (2022): Interactional competence in the online space: Affordances, challenges and opportunities for TESOL practitioners
					View Vol. 30 No. 2 (2022): Interactional competence in the online space: Affordances, challenges and opportunities for TESOL practitioners

Interactional competence (IC) is a concept gaining growing currency in language learning, teaching and assessment. First proposed by Kramsch (1986), IC focuses on developing second language (L2) speakers’ abilities to use language for functional purposes, ranging from “survival as a tourist or a student to negotiating treaties” (p. 366). The conceptualization of language competence as an ability for use differentiates IC from traditional understanding of proficiency, which consists of componential, de-contextualized ability indicators such as lexical range, grammatical soundness, and pronunciation. The ethos of IC emphasizes that language teaching education needs to focus on cultivating L2 speakers’ abilities to use their linguistic resources (e.g., vocabulary and grammar) to achieve meaningful social actions in real-world interactional contexts. This special issue comprises three research articles and three book reviews, each of which exemplifies the ways in which IC can be applied to face-to-face and online learning opportunities for L2 speakers. 

The editors of this special issue, Dr David Wei Dai, Dr Averil Grieve and Dr Sharon Yahalom would like to express a big thank-you to the reviewers, editorial board members and journal coordinator for contributing their time and expertise in the preparation of this issue.

Published: 2023-01-20

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