EDITORIAL NOTE
Thematic papers collection on Inclusive English Language Education in Tertiary Education Context: Policy and Practice

Jamila Al Siyabi, Victoria Tuzlukova, Nadežda Stojković

DOI Number
-
First page
i
Last page
vi

Abstract


Serving as a forum for language researchers and practitioners to reflect on, this thematic papers collectionof The Journal of Teaching English for Specific and Academic Purposes (JTESAP) is aimed at exploring diverse circumstances that form the contemporary setting for inclusive English language teaching and learning in the context of tertiary education, and in terms of which it can be fully understood in order to minimize or remove barriers to English language education and facilitate the success of all learners.


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References


Bellacicco, R., & Farinella, A. (2018). ICT in higher education. The review process of an assessment tool of technological competences of students with visual impairments. Form@re - Open Journal Per La Formazione in Rete, 18(1), 346–356. https://doi.org/10.13128/formare-22502.

Chong, C.S. (2021). Six trends for the new future of English language teaching. https://www.britishcouncil.org/voices-magazine/six-trends-english-language-teaching-2021.

Douglas, S. R., & Landry, M. H. (2021). English for academic purposes programs: Key trends across Canadian universities. Comparative and International Education / Éducation comparée et international, 50(1), 49–73. https://doi.org/10.5206/cieeci.v50i1.10925.

Douglas, S., Wong, L.L.C., Curtis, J., Salama, A., Ustuk, O. & Valeo, A. (2021). TESOL research agenda fair: Research trends and future research priorities. The 55th TESOL International Convention & English Language Expo, Virtual Meeting, 24-27 March 2021, http://hdl.handle.net/10722/308358.

Mariga, L., McConkey, R. & Myezwa, H. (2014). Inclusive education in low=income countries: A resource book for teacher-educators, parent-trainers and community development workers. Cape Town: Atlas Alliance and Disability Innovations Africa.

Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12 - 21. https://doi.org/10.1111/j.1471-3802.2011.01200.x.

Sun, Y. (2014). Major trends in the global ELT field: A non-native English-speaking professional's perspective. Language Education in Asia, 5(1), 7-19.


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