From the editor:

This issue of the Journal has a variety of articles related to our daily English language teaching practices. Each one provides us with possible solutions to problems we face in the classroom or provides us with insights into the language learning processes of our students.

The first article, 'Struggling for Meaning and Identity (and a passing grade): High-Stakes Writing in English as a Second Language' by Maria Coady and Eileen Ariza, examines the writing of one bilingual, Spanish-dominant secondary school student. The student's document reveals his multiple identities, as explained by the authors.

The following article, 'The Impact of Instruction in Phonetic and Phonemic Distinctions in Sounds on the Pronunciation of Spanish-speaking ESL Learners', addresses the area of pronunciation. In this article Jaya S. Goswami and Hsuan- Yu Chen show us that explicit instruction in the distinctions of sounds was helpful for the students under study.

Next, author Jill Pellettieri looks at the results of a study involving two relatively new forms of language practice: synchronous computer-mediated communication and on-line chat. The results of the study are revealing and will perhaps make us rethink our perceptions of the learning value of 'open' chat forums. So, be sure to read Jill's article 'Online Chat in the Foreign Language Classroom: From Research to Pedagogy'.
We return to the area of writing again in the article, 'Impact of Teacher/Student Conferencing and Teacher Written Feedback on EFL Revision' by Elsa Fernanda González. In this article two types of teacher feedback on students' writing are examined. The author draws conclusions about the nature of the feedback the teacher provides, as well as about student preferences for teacher feedback. The author invites us to continue this line of research in this area of the teaching- learning process.

In the domain of classroom management, the article 'Making Student-centered Teaching Work' by W. I. Griffith, Ph.D. and Hye-Yeon Lim, Ph.D., presents us with practical ways in which classroom activities can more easily involve the students' input, which, in turn, motivates the same students and enhances learning.
And to complement the articles in this issue of the Journal, Karin Zotzmann has written a review of Mark A. Clarke's book Common Grounds, Contested Territory. Examining the Roles of English Language Teachers in Troubled Times (2007).
We're sure there is something for every ELT professional and member of MEXTESOL in this issue.

Please note that as of the next issue of the MEXTESOL Journal, and, actually since the beginning of 2010, the new Editor-in-Chief is Martha Lengeling of the Universidad de Guanajuato. In addition, there are six new members of the Editorial Board who will be serving six-year terms....   [+ read more]


    Vol. 34 No. 1, 2010



    [[BOLD: Editor-in-Chief]]


    Ulrich Schrader (Free Lance Consultant)



    [[BOLD: Associate Editor for Refereed Articles]]


    M. Martha Lengeling (Universidad de Guanajuato)



    [[BOLD: Associate Editor for Non-refereed Articles]]


    Saúl Santos (Universidad Autónoma de Nayarit)



    [[BOLD: Production Editor]]


    JoAnn Miller


    Published: March, 2010

    ISSN: 1405-3470

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*MEXTESOL Journal es una publicación cuadrimestral editada por la Asociación Mexicana de Maestros de Inglés, MEXTESOL, A.C., Versalles 15, Int. 301, Col. Juárez, Alcadía Cuauhtémoc, C.P. 06600, Ciudad de México, México, Tel. (55) 55 66 87 49, mextesoljournal@gmail.com. Editor responsable: JoAnn Miller Jabbusch. Reserva de Derechos al uso Exclusivo No. 04-2015-092112295900-203, ISSN: 2395-9908, ambos otorgados por el Instituto Nacional de Derecho del Autor. Responsable de la última actualización de este número: Jo Ann Miller, Asociación Mexicana de Maestros de Inglés, MEXTESOL, A.C., Versalles 15, Int. 301, Col. Juárez, Alcadía Cuauhtémoc, C.P. 06600, Ciudad de México, México. Fecha de la última modificación: 05/03/2021. MEXTESOL Journal emplea la licencia Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0) que permite remezclar, retocar, y crear a partir de su obra de forma no comercial, siempre y cuando den crédito y licencien sus nuevas creaciones bajo los mismos términos.

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