Carving Out an Epistemological Space: EAL Teaching and Learning as a Field of Inquiry

Authors

  • Scott Roy Douglas University of British Columbia, Okanagan Campus

DOI:

https://doi.org/10.14288/bctj.v7i1.513

Keywords:

BC TEAL, Journal, English as an Additional Language, Epistemology, British Columbia

Abstract

The BC TEAL Journal continues to strengthen the field of English as an additional language (EAL) teaching and learning as a space for authors, reviewers, editors, and readers to come together in ways that underscore the knowledge creation, theory building, and educational innovation taking place in EAL teaching and learning in British Columbia and the wider world. Taking the time to define epistemology as it relates to EAL teaching and learning, this editorial outlines how the articles in the current issue of the journal support that space. There are five articles in this issue spanning post-secondary and adult contexts. With topics related to testing, teaching methods, lesson planning, comparative education, and literacy education, the value of the journal as a venue for the dissemination of new knowledge is much in evidence.

Author Biography

Scott Roy Douglas, University of British Columbia, Okanagan Campus

Scott Roy Douglas is an Associate Professor in the University of British Columbia's Okanagan School of Education.  His research focus is on English as an additional language teaching and learning.

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Published

2022-12-31

How to Cite

Douglas, S. R. (2022). Carving Out an Epistemological Space: EAL Teaching and Learning as a Field of Inquiry. BC TEAL Journal, 7(1), i-iii. https://doi.org/10.14288/bctj.v7i1.513

Issue

Vol. 7 No. 1 (2022)

Section

Editorial

License

Copyright (c) 2022 Scott Roy Douglas

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Creative Commons License

The BC TEAL Journal is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.