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【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）
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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。
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 |
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