Editorial: TESOL in and outside of the classroom: From measuring intervention success to grappling with issues of identity and social cohesion

Averil Grieve; Sharon Yahalom; David Wei Dai

doi:10.21153/tesol2024vol32no2art1999

Authors

Averil Grieve Monash University, Australia
Sharon Yahalom Monash University, Australia
David Wei Dai University College London, UK

DOI:

https://doi.org/10.21153/tesol2024vol32no2art1999

Abstract

This issue of TESOL in Context contains two articles and two book reviews that illustrate the breadth of the field and scope of the journal. We hope each member of the diverse TESOL in Context readership will find material in this volume that assists in classroom practices or invites higher level reflection of professional identity and the role TESOL practitioners play in ensuring inclusive practices and social cohesion in an increasingly globalised world.

The editors of this issue, Dr Averil Grieve, Dr Sharon Yahalom, and Dr David Wei Dai would like to express their sincere gratitude to the authors, reviewers, editorial board members, the preceding journal coordinator Skye Playsted, and the current journal coordinator Dr Fiona Tang for their efforts, expertise, and dedication in bringing this issue to completion through a challenging period.

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Author Biographies

Averil Grieve, Monash University, Australia

Dr Averil Grieve is Senior Lecturer in the MNHS Communication in Health Professions Education Unit (COHPE) at Monash University, where she teaches professional communication to EAL social work students. Averil has taught a range of TESOL subjects and co-founded a bilingual primary school, for which she provides consultation. She is an Associate Editor for TESOL in Context, the Journal of Language and Learning (JALL) and Senior Editor for the Journal of University Teaching and Learning Practice (JUTLP). Her research interests include the teaching and learning of pragmatics in health communication, transcultural teaching practices and the ethical use of online writing assessment tools. Her work has appeared in a number of Q1 journals for education, including the Journal of Pragmatics, Journal of English for Academic Purposes, Journal of Social Work Education, Advances in Health Sciences Education: Theory and Practice, Higher Education and the International Journal of Social Work Education.
Sharon Yahalom, Monash University, Australia

Dr Sharon Yahalom is Senior Lecturer in the MNHS Communication in Health Professions Education Unit (COHPE) at Monash University. She teaches clinical communication to EAL nursing students, assisting in the development of professional interaction, language and clinical communication skills. She is an Associate Editor for TESOL in Context. Sharon has a PhD in Applied Linguistics and over 20 years’ experience as a TESOL teacher. Her research interests include health professional students’ experiences at placement, language and communication in nursing, English for Specific Purposes and language assessment.
David Wei Dai, University College London, UK

Dr David Wei Dai is Lecturer/Tenured Assistant Professor in Professional Communication at UCL Institute of Education, University College London. He is Chair of the International Language Testing Association (ILTA) Nomination Committee and an Associate Editor for the journal TESOL in Context. Dr Dai’s research focuses on human-human interaction and human-AI interaction in professional, intercultural and mundane contexts. His work has appeared in international peer-reviewed journals including Applied Linguistics, Language Teaching Research, Medical Education, Applied Linguistics Review, Language Assessment Quarterly, Language, Culture and Curriculum, and Journal of English for Academic Purposes. He is author of the monograph Assessing interactional competence: Principles, test development and validation through an L2 Chinese IC test (Peter Lang).