In this issue
I have a few sources of exhilaration in this issue. First, it tells me that our ETAS community is alive and vital. Second, this issue is bigger because our Call for Articles is reaching our prospective readers and inspiring them to respond enthusiastically. And third, this issue contains new sections that I hope will continue to grow and attract contributors. The result is this impressive collection of writings that range from studies with sound theoretical frameworks to articles with clear pedagogical implications and/or applications in the areas of new materials or materials preparation, innovative classroom practices, needs assessment, curriculum design and development, IT application in learning/teaching strategies, second language writing and reading, cultural dimensions of language teaching and learning, and the impact of language and educational policies on classroom practice.
As the issue grew, it became clear that the pieces do speak to one another and the underlying themes and overt connections suggest themselves in a serendipitous way. I have spoken about this notion of dialog in my previous writings and this issue reaffirms my belief in ETAS J as a splendid forum on which the various views on English language teaching are reflecting and responding to one another. It is inevitable, of course, because ETAS J’s mission is to illuminate and perpetuate this dialog between and among ELT professionals. Our aim is to continue to offer our colleagues in the ELT profession not only good things to read, but also an enhanced sense of community, a chance to come out into the open, and compare notes.