TEIS News, February 2025
Letter from the Chair
Polina Vinogradova, American University, Washington, D.C. USA
Letter from the Editors
Vu Tran-Thanh, School of Education, Durham University
Navigating Early Challenges: Solutions for Novice EFL Teachers of Young Learners
Nguyen B. Ngoc Jade, Yuan Ze University, Taoyuan City, Taiwan
This essay presents common challenges faced by novice EFL teachers, focusing on language barriers, student engagement, technology integration, and teacher dissatisfaction. Drawing from my experience teaching Taiwanese pupils online, it offers strategies including bilingual approaches, diverse digital tools, flexible lesson plans, and fostering resilience to overcome these challenges successfully.
Balancing Growth and Boundaries: An Experienced Teacher Looks Back on His First Year
Louis Train, Center for Pedagogical Excellence and International Assessment; Webster University, Tashkent
Navigating the early years of teaching can be both thrilling and overwhelming, especially when taking on extra responsibilities. This article explores the challenges and rewards of saying "yes" to more, offering practical advice for new teachers striving to grow their careers without losing balance.
Using Resigency for Supporting Novice Language Teachers
Mostafa Nazari, The Hong Kong Polytechnic University, Hong Kong
This article focuses on how resigency could be used for helping novice language teachers. Resigency lies in the interface among resilience, agency, and identity construction, and could help novice teachers better navigate their professional growth in the early stages of their work.
Actively Building Empathy for English Learners
Pauli Badenhorst, The University of Texas Rio Grande Valley (UTRGV), Edinburg, TX, USA
The academic futures of English learners (ELs) are inextricably related to their language, ethnic, and racial cultural backgrounds. Consequently, teachers of ELs, both novice and experienced, would do well to learn our students. Actively building our knowledge and empathy of students is one way to embark on this learning process.
Models Of Mentoring in Language Teacher Education
Lam Tuong Duy, Can Tho UniversityVietnam