Letter from the Editor
Vu Tran-Thanh, School of Education, Durham University
Dear Readers,
Welcome to the first issue of the Teacher Educator Interest Section (TEIS) Newsletter for 2025! This edition, titled "Supporting Novice Language Teachers: Overcoming Early Career Challenges," shines a spotlight on a topic that resonates deeply with educators and teacher trainers worldwide. As we navigate the complexities of language teaching, the importance of providing robust support for novice teachers cannot be overstated. Early career educators face unique challenges that can shape their long-term success, and it’s our shared responsibility to help them thrive.
In this issue, we bring you a rich collection of articles and a thought-provoking book review, each offering valuable insights into the experiences of novice language teachers and the strategies that can empower them. Whether you are a seasoned educator, a mentor, or a new teacher yourself, we hope these contributions will inspire you to reflect on your own practices and explore new ways to foster supportive environments for early-career professionals.
Our first article, by Nguyen B. Ngoc Jade, provides a deep look into the challenges faced by novice EFL teachers in online settings, particularly with young learners. Drawing from her experience teaching English to Taiwanese children whose mother tongue was different from hers, Ngoc highlights the complexities of navigating language barriers, engaging students in virtual classrooms, and overcoming technological limitations. She shares practical solutions, including the strategic use of bilingual approaches, interactive digital tools, and flexible lesson planning. Her reflections also underscore the importance of mentorship and the resilience needed to persevere through the inherent difficulties of teaching in online environments.
In the second article, Louis Train reflects on the delicate balance between growth and boundaries during his first year teaching English in Moscow. His candid account highlights the opportunities and risks of taking on additional responsibilities early in one’s career. While extra tasks accelerated his professional development, Train stresses the need for novice teachers to carefully consider their boundaries and align extra efforts with long-term goals. By documenting accomplishments and advocating for themselves, new teachers can gain valuable skills without compromising their well-being or personal lives.
The third article, by Mostafa Nazari, introduces "resiliency" as a framework for understanding and supporting novice language teachers. Nazari challenges traditional notions of the novice/expert dichotomy, emphasizing the dynamic interplay between resilience, agency, and identity. He provides actionable recommendations, such as fostering reflective practices, leveraging challenges as learning opportunities, and creating communities of practice to support professional growth. This fresh perspective offers a powerful lens for rethinking how we approach teacher development, particularly in the face of evolving sociopolitical and technological landscapes.
Our fourth contributor, Pauli Badenhorst, emphasizes the critical importance of empathy in working with English learners (ELs). With the U.S. EL population growing rapidly, Badenhorst argues that teachers must go beyond superficial cultural awareness to truly connect with their students' diverse experiences. Practical strategies for cultivating empathy include engaging with diverse cultures, active listening, and challenging personal assumptions. By fostering a sense of belonging, educators can create inclusive classrooms where all students, regardless of background, can thrive academically and socially.
Finally, our book review by Lam Tuong Duy takes a closer look at Hoa Thi Mai Nguyen's Models of Mentoring in Language Teacher Education. This insightful review highlights the book’s focus on culturally responsive mentoring models, with a particular emphasis on the Asian educational context. While Duy praises the book’s theoretical depth and empirical evidence, he also calls for more tangible, practical strategies to address common barriers in mentoring relationships. Despite these critiques, the book emerges as a valuable resource for educators seeking to enhance mentoring practices and foster meaningful professional growth.
As you explore this issue, we invite you to reflect on how these insights might inform your own teaching, mentoring, or research practices. Supporting novice teachers is not just about solving problems—it’s about creating a foundation for resilience, growth, and innovation in the teaching profession. Let’s continue to build a community that uplifts and empowers educators at every stage of their journey.
Warm regards,
Vu Tran-Thanh, Editor
Vu Tran-Thanh is an ESRC doctoral researcher at the School of Education, Durham University, UK. Prior to his doctoral study, he worked for nine years as an EFL teacher and teacher educator in Ho Chi Minh City, Vietnam. Vu founded and administers a professional learning community called TESOL Research Collaboration Network. He also serves on the Steering Committee of the Teacher Educator Interest Section of TESOL Int’l Association.