In This Issue
Articles
This issue contains two articles. The first, by Akihiro Mikami, presents the validation of a self-evaluation instrument for teachers of English as a foreign language. The second, by Blake Turnbull, explores the possibility of introducing a translanguaging approach to tertiary-level language education in Japan.
Reviews
This issue presents reviews of titles addressing learning contexts from young learners to higher education, highlighting constructs from language usage to policy, and featuring settings inside and beyond the classroom. First, Andrew Gardner covers a book on input-based tasks with young learners by Natsuko Shintani, a plenary speaker at the TBLT in Asia 2018 conference. Second, Jennifer Igawa examines English as Medium of Instruction in Japanese Higher Education. The chapters in the edited volume on usage-based studies reviewed by Bradley Irwin include longitudinal studies, corpus-aided studies, experimental studies, and natural setting interactions. In the fourth review, Steven G. B. MacWhinnie takes up a coedited collection on collaboration and innovation in a range of team-teaching situations. Next, Akiko Nagao looks into text-based research of language in use through the social semiotic tools afforded by systemic functional linguistics. Michael Parrish then bridges the merits for language teachers and program administrators found in a title on workforce readiness and employability in the Asia Pacific region. In the final review, John Syquia outlines the largely practitioner-based accounts in a Multilingual Matters title on experiential learning such as interning, volunteering, community service, and more.
From the Editor
At JALT Journal, we are happy to welcome two new Associate Editors, Gregory Paul Glasgow for articles in English and Natsuko Shintani for articles in Japanese, as well as the new Production Editor, Amy Aisha Brown. I would like to thank all those who make the publication of JALT Journal possible, including the members of the Editorial Board and other reviewers, the Production Editor and proofreaders, and those who have submitted their manuscripts to JALT Journal.
As I wrote in the last issue, JALT Journal is committed to the publication of diverse, high quality research relevant to language learning and teaching in the Japanese context. As Editor, I am hoping to attract rigorous qualitative research, such as research on interaction, including classroom interaction. Of course, rigorous quantitative research will continue to be welcome.
-— Eric Hauser, JALT Journal Editor
