Scholarship Categories

Reviews

In addition to the traditional book review, practitioners have much to gain from well written reviews of new research and/or new theoretical claims as well as of teaching resources and tools. Reviews can include:

  • Resource reviews – Critical assessments of textbooks, online platforms, or teaching tools, highlighting strengths, limitations, and usability in classroom contexts.
  • Literature reviews – Synthesis of research on specific topics in language teaching and learning, identifying trends, gaps, and implications for practice.
  • Conference reviews – a critical evaluation of the event, assessing aspects like organization, keynote speeches, panel discussions, and individual talks. It may also provide feedback on content relevance, speaker engagement, and overall participant experience, helping to improve future conferences.
  • Review essays – Extended commentary on significant publications, theories, or developments in the field, offering critical insight and scholarly perspective.
  • Technology reviews – Evaluation of tools such as LMS platforms, CALL/MALL applications, and AI tools in terms of pedagogical effectiveness and usability.
  • Methodology reviews – Appraisals of instructional approaches, aiding in the refinement of teaching strategies in multilingual and multicultural classrooms.
  • Program reviews – Examination of language programs or curricula to assess alignment with learning outcomes, student needs, and institutional goals.

Professional development reviews – Reflections on training experiences and their impact on teaching identity and practice.

Reflections

Reflection and sharing are inherent to teaching practice. We can benefit from learning from our experiences if they are formally shared, both in terms of what worked and what didn’t work. We can also be inspired by thought-provoking consideration of issues and or ideas about teaching practice, or about scholarship of teaching and learning. Reflection in language teaching and learning can be demonstrated in various ways, such as:

  • Personal reflection essays – Educators discuss experiences, challenges, and growth.
  • Case studies – Analysis of specific teaching scenarios or student interactions, focusing on outcomes and lessons learned.
  • Teaching portfolios – Reflection on a collections of lesson plans, assessments, with consideration of student feedback.
  • Professional development– Reflection on insights from workshops or conferences and their impact on teaching practices.
  • Collaborative reflections – Shared insights from team projects or peer discussions.
  • Student feedback analysis – Examination of evaluations to refine teaching strategies.
  • Critical incident reports – Reflections on pivotal moments in teaching, analyzing responses and outcomes.

Philosophy of teaching statements – Articulation of personal teaching beliefs and their application in practice.

Plug and Play

This is the place is for innovative or impactful digital classroom materials that are ‘plug and play’ in the sense that language teachers can use them as-is in the context of their classes. Given the volume of text/print-based materials already available, only multimodal and/or interactive learning objects are included. These can include learning objects that make use of:

  • AI writing assistants (e.g., ChatGPT, DeepSeek)
  • Collaborative whiteboards (e.g., Miro or Padlet for group tasks)
  • Digital storytelling tools (e.g., WeVideo)
  • Interactive quizzes & games (e.g., Quizlet Live, Kahoot!)
  • Automated pronunciation tools (e.g., O’ Speak)
  • Drag-and-Drop grammar/vocabulary activities (e.g., TeacherMade)
  • AI-Powered conversation simulators (e.g., chatbots for language practice)
  • Virtual Reality (VR) or Augmented Reality (AR) scenarios (e.g., immersive cultural or role-play experiences)
  • Debate/Simulation platforms (e.g., Kialo for structured academic debates)
  • Podcast creation kits (e.g., Anchor)
  • Peer review tools (e.g., iPeer)