Scholar-Practitionership as a Way of Being in the Field of EAL Teaching and Learning

Authors

  • Scott Roy Douglas University of British Columbia, Okanagan Campus

DOI:

https://doi.org/10.14288/bctj.v8i1.548

Keywords:

Scholar-Practitioner, Research, Inquiry, English as an Additional Language, Teaching and Learning, TESOL

Abstract

The BC TEAL Journal continues to serve as an open-access peer-reviewed publication for scholar-practitioners in the field of English as an additional language (EAL) teaching and learning. This editorial affirms the multiple possibilities that exist within the scholar-practitioner identity and outlines key habits of mind that define a stance bringing together theory, research, and practice to strengthen teaching and learning. The current issue of the journal offers five examples of scholar-practitionership on topics related to LGBTQ+ representation in teaching materials, the transition from face-to-face to online learning, English for academic purposes (EAP) student presentation skills development, key issues in classroom language education research, and EAP curriculum intercultural communicative competence learning outcomes. The editorial ends with an invitation for readers to live within the hyphen of scholar-practitionership and offers support to contributing back to the field through publishing in the BC TEAL Journal.

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

2023-12-29

How to Cite

Douglas, S. R. (2023). Scholar-Practitionership as a Way of Being in the Field of EAL Teaching and Learning. BC TEAL Journal, 8(1), i-iii. https://doi.org/10.14288/bctj.v8i1.548

Issue

Vol. 8 No. 1 (2023)

Section

Editorial

License

Copyright (c) 2023 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.