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English for Specific Purposes (ESP), as a field within language education, has been evolving constantly since its inception. And as COVID-19 has affected our industry in a multitude of ways – many of which are known to us now yet many others are likely on the horizon – ESP is inevitably undergoing further changes in the near future.
Topics centered on ESP, such as key issues in the field, what we currently know, what the future holds, and what the implications are for various types of stakeholders, are all addressed in the latest installment to the TIRF Language Education in Review (LEiR) series. Authored by TIRF Trustee and TIRF Publications Advisory Committee Chair Dr. Andy Curtis, Language Education in Review: English for Specific Purposes, is free to download on TIRF’s website.
The primary readership for the entire series, regardless of the topics of individual papers, is non-academic. Papers are intended for policymakers and language education professionals in leadership and management roles, who need to be aware of trends and recent findings, for decision-making purposes, but who do not necessarily teach, conduct research, publish, or present.
TIRF is appreciative for its partnership with Laureate Languages to commission this latest LEiR paper and is grateful for Dr. Curtis’ efforts in authoring the publication.
Please click here to access this paper.
TIRF’s 2017 commissioned study is titled, Online Language Teacher Education: Participants’ Experiences and Perspectives. This paper is a follow-up study to TIRF’s 2013 study, A Case for Online English Language Teacher Education (see below for further information).
We would like to extend our sincere gratitude to the co-authors of this study, Dr. Denise Murray (Professor Emerita at Maquarie University, Sydney, Australia & at San José State University, San José, California, USA) and Dr. MaryAnn Christison (Professor, Department of Linguistics and the Urban Institute for Teacher Education at the University of Utah in Salt Lake City, Utah). This research investigates the experiences and perceptions of students and instructors in OLTE courses and programs.
- Click here to download the paper.
- To download the Executive Summary, click here.
New Ways to Support EMI Teachers, Students, and Schools
English-Medium Instruction (EMI) is the use of the English language to teach academic subjects in settings where English is not the most common language of education. Over the past two decades, the number of schools with EMI curricula has expanded dramatically because English is now essential for success in a variety of arenas, including politics, economics, technology, science, medicine, and media.
Context: EMI is experiencing growth in public sectors globally and is no longer limited to students at elite private academies and universities. However, research shows that issues persist in effectively implementing EMI in schools across all levels due to the complex nature of studying academic curriculum in a second or third language.
What the Research Says: A growing number of EMI programs encourage teachers to take advantage of students’ first language (L1) to deliver new skills and content in English. In this way, two languages are used to process content and support students in becoming fully bilingual and academically successful.
Why it Matters: English is already the leading language of technology and medicine and is the business lingua franca. Young people are required to obtain a level of English proficiency not needed for previous generations. EMI can be foundational in the development of English language skills across the many disciplines required in modern education. Students with greater English proficiency have more university choices and greater career flexibility.
What’s Next: Globalization and EMI are interlinked: International students continue to look for programs providing EMI while English-medium institutions seek these students as a source of income and prestige. EMI will also continue to expand in primary and secondary sectors, in both private and public contexts. Research shows that students who begin an EMI program early in their education are often more successful throughout their learning in English-medium schools.
Read the Report: In this recent report from TIRF and National Geographic Learning, author Tracey Gibbins sets the backdrop of EMI in today’s educational arena and shares where this approach to language education is heading. This paper is available in multiple languages. Use the following links to download the version of the paper you wish to read:
About the “TIRF Insights” Series: The “TIRF Insights” series profiles recent research in the field of English Language Teaching (ELT) in a practical and accessible format. Our publication is written for parents, teachers, school leaders, and all student advocates who want to review recent educational trends in a nonacademic way.
Click here to download the English version of TIRF Insights: English-Medium Instruction.
Calls to Action: Here is a set of discussion questions that will help you and your team take next steps toward adopting, implementing, and/or furthering EMI at your institution:
- What are some of the challenges learners face in EMI classrooms? Is there a discrepancy in English language proficiency levels among students in classrooms in our community? Are the materials used with our students suitable for all levels of English proficiency?
- Which cultural backgrounds are reflected in our school or community’s student body? How does this cultural mix play a role in our school or community’s EMI approach? How do we currently include and support all students? What more can we do?
- How can educators support one another during EMI adoption? Which teachers feel challenged, and by which issues? How can administrators support these differing needs?
- We know there is often a performance gap in EMI classes between students with lower levels of English proficiency and those with greater proficiency. How can educators support both types of students to decrease the gap and provide appropriate academic instruction?
- Are there additional equity and inclusion issues present in the classroom? How can these be identified and addressed?
Designer Learning: The Teacher as Designer of Mobile-based Classroom Learning Experiences
For the main paper, click here.
Nicky Hockly, Director of Pedagogy, The Consultants-E
Executive Summary: This paper takes as its starting point Laurillard’s (2012) assertion that classroom practitioners need to become designers of effective learning experiences. It describes a small-scale classroom-based action research project carried out with two different levels of international EFL students studying in the UK, over a two-week period. Through the experience of implementing mobile-based communicative classroom tasks with these learners, six parameters for the effective design and sequencing of these tasks became apparent: (1) hardware, (2) mobility, (3) technological complexity, (4) linguistic/communicative competence, (5) type of MALL, and (6) educational /learning context.
This paper describes the study and proposes these six parameters as key to designing effective mobile-based tasks for the communicative language classroom. It is hoped that these parameters may be applicable to other fields in education. Finally, areas of concern within the study are explored, suggestions are made for future classroom-based research, and the importance of teacher training is highlighted.
Discussion of this paper provided by: Xueting Wang, Assistant Professor, DLIFLC, USA
Read the discussion by Xueting Wang by clicking here.
Discussion of this paper provided by: Anne Burns, Professor in Language Education & Director of the Centre for Language Education Research at Aston (CLERA), United Kingdom
Read the discussion by Anne Burns by clicking here.
Terms of Use and Disclaimer: TIRF is providing this information as a service to our constituents, and no endorsement by TIRF of the ideas presented in this paper is intended or implied. The information is made available free of charge and may be shared, with proper attribution. However, the papers may not be reprinted without express written permission from TIRF.
Beyond the Classroom: Mobile Learning the Wider World
For the main page, click here.
Ken Beatty, Professor of TESOL, Anaheim University
Executive Summary: Mobile learning has extended opportunities for making teaching and learning available beyond the traditional classroom. Associated technologies, software programs, and internet access have enfranchised many students who previously had little access to quality teaching. However, a paradigm shift has occurred in which learners are turning to new mobile learning opportunities to supplant traditional teaching as virtual extensions of earlier self-help books, phrase books, and audio-based language learning programs. Audio translation apps, augmented reality, and just-in-time learning approaches are providing alternatives to those with neither access nor time to learn a language. This paper examines the theoretical underpinnings of a range of technologies and applications, contrasting them with the traditional classroom and imagining the future of mobile language teaching and learning and the impact it will have on policymakers, teachers, employers, and learners.
Discussion of this paper provided by: Leonardo A. Mercado, Academic Director, Instituto Cultural Peruano Norteamericano (ICPNA), Peru
Read Leonardo A. Mercado’s discussion of this paper by clicking here.
Discussion of this paper provided by: Joyce Wangia, Director, Centre for Institutional Based Programmes, Kenyatta University, Kenya
Read Joyce Wangia’s discussion of this paper by clicking here.
Terms of Use and Disclaimer: TIRF is providing this information as a service to our constituents, and no endorsement by TIRF of the ideas presented in this paper is intended or implied. The information is made available free of charge and may be shared, with proper attribution. However, the papers may not be reprinted without express written permission from TIRF.
In February 2018, we released the fifth volume in the series entitled, “Global Research on Teaching and Learning English,” which is co-published with Routledge/Taylor & Francis. This volume is co-edited by TIRF Trustees Dr. Jodi Crandall and Dr. Kathi Bailey.
This volume presents research on language policy and planning, with a special focus on educational contexts in which English plays a role. Global Perspectives on Language Education Policies brings readers up-to-date on the latest developments in research, theory, and practice in a rapidly changing field. The diversity of authors, research settings, and related topics offers a sample of empirical studies across multiple language teaching and university contexts. This volume features access to both new and previously unpublished research in chapters written by TIRF Doctoral Dissertation Grant awardees and invited chapters by respected scholars in the field.
For more information about the book, including how to order, please click here. Please note that all royalties earned from the sale of the book will be donated to TIRF to help fund our programs.
Mobile Learning for Languages: Can the Past Speak to the Future?
For the main paper, click here.
John Traxler, Professor of Mobile Learning and Learning Lab Director, University of Wolverhampton
Executive Summary: This paper explores the past decade of mobile learning projects, policies, research, and conceptualising and asks about its relevance to the future as it might apply to language learning. The paper provides a very broad categorization of mobile learning in order to identify pedagogic possibilities for language learning, but it moves on to ask about the changing nature and authority of language and learning. There are nevertheless practical lessons to be learnt.
Discussion of this paper provided by: Shannon Sauro, Associate Professor, Department of Culture, Languages & Media, Malmö University, Sweden
Read the discussion by clicking here.
Discussion of this paper provided by: David L. Chiesa, US Department of State – Senior English Language Fellow, Coordinator, Beijing Normal University, China
Read the discussion by clicking here.
Terms of Use and Disclaimer: TIRF is providing this information as a service to our constituents, and no endorsement by TIRF of the ideas presented in this paper is intended or implied. The information is made available free of charge and may be shared, with proper attribution. However, the papers may not be reprinted without express written permission from TIRF.
This publication presents research on the practice of integrating content and language in diverse contexts where English is used as a medium of instruction. With chapters written by TIRF Doctoral Dissertation Grant awardees and other scholars, the volume offers an overview of a wide range of methodological approaches to teaching content in English to English learners and examines factors that impede or contribute to effective instruction. The chapters include findings from original empirical research, as well as overviews of existing research and model programs, providing valuable insights and taking into account a multitude of contextual features.
Offering up-to-date research on integrating language and content at the primary, secondary, and postsecondary levels, this book familiarizes readers with the latest advances in theory and practice. It is a key text for teacher education courses for preservice teachers, a resource for professional development programs for practicing teachers, and a useful reference for researchers.
Research on Integrating Language and Content in Diverse Contexts is the latest volume in the TIRF-Routledge “Global Research on Teaching and Learning English” series. The book is the ninth volume in the “Global Research” series.
Three long-time TIRF Trustees collaborated to compile the volume. MaryAnn Christison, Professor of Linguistics in the Department of Linguistics and the Urban Institute for Teacher Education at the University of Utah; JoAnn (Jodi) Crandall, Professor Emerita and former Director of the Language, Literacy, and Culture Ph.D. Program and Co-Director of the MA TESOL Program at the University of Maryland, Baltimore County; and Donna Christian, a Senior Fellow at the Center for Applied Linguistics in Washington, D.C. are the co-editors of Research on Integrating Content and Language in Diverse Contexts.
TIRF would like to acknowledge the contributions of all the authors and editors. We are grateful for their scholarship and dedication to furthering research in our field, as well as for agreeing to forego any royalties or honoraria, so that any profits may be used for TIRF initiatives.
To learn more about the volume, including how to purchase a copy, please click here.
In March 2015, we published our second full-length book in cooperation with Routledge/Taylor & Francis. This book is the second in the series entitled, “Global Research on Teaching and Learning English.”
The volume is co-edited by MaryAnn Christison (TIRF Trustee & Chair of TIRF’s Research Advisory Comittee), Donna Christian (TIRF Trustee & Treasurer-Secretary), Patricia Duff (Former TIRF Trustee), and Nina Spada (TIRF Grantee). This grammar-focused publication is dedicated to Dr. Betty Azar for her support during TIRF’s early years, as she was a major supporter of our grant programs. The volume features a collection of work that resulted from TIRF grants, which were awarded to individuals whose research focused on grammar in language education.
For more information about the book, including how to order, please click here. Please note that all royalties earned from the sale of the book will be donated to TIRF to help fund our programs.
The twelfth volume in the “Global Research on Teaching and Learning English” was released in May 2026. Research on Language Learning and Teaching in Digital Spaces is co-produced with Routledge/Taylor & Francis.
As digital tools continue to reshape educational practice around the world, this volume brings together research from internationally recognized TESOL scholars, including several TIRF Doctoral Dissertation Grant (DDG) recipients. The chapters examine how learners and educators engage with digital spaces such as online learning platforms, social media, virtual reality, messaging applications, gaming environments, and AI-supported learning tools. Together, they highlight how these technologies can foster collaboration, digital literacy, learner engagement, and meaningful language development across a variety of educational settings.
Like the previous volumes in the TIRF-Routledge series, this book reflects TIRF’s commitment to connecting research, policy, and practice in English language education. By showcasing rigorous, internationally relevant scholarship, the series provides educators, researchers, graduate students, and policymakers with timely insights into the issues shaping the future of the profession.
This volume is co-edited by TIRF Trustee Dr. Polina Vinogradova (Hurst Senior Professorial Lecturer and TESOL Program Director, American University) and Dr. Heather A. Linville (Professor and Chair of Educational Studies at the University of Wisconsin, La Crosse). Click here to learn more information about this book, including how to order.
The sixth volume in the “Global Research on Teaching and Learning English” was released in February 2019. Global Perspectives on Language Assessment: Research, Theory, and Practice is co-produced with Routledge/Taylor & Francis.
This new book offers up-to-date research on the rapidly changing field of language assessment. The volume features original research with chapters reporting on a variety of international education settings from a range of diverse perspectives. Covering a broad range of key topics—including scoring processes, test development, and student and teacher perspectives—contributors offer a comprehensive overview of the landscape of language assessment and discuss the consequences and impact for learners, teachers, learning programs, and society. Focusing on the assessment of language proficiency, this volume provides an original compendium of cutting-edge research that will benefit TESOL and TEFL students, language assessment scholars, and language teachers
This volume is co-edited by TIRF Trustees Dr. Spiros Papageorgiou and Dr. Kathi Bailey. Click here to learn more information about this book, including how to order.
TIRF Insights: Social and Emotional Learning is available in four languages: Arabic, Chinese (Simplified), English, and Spanish.
This paper, authored by Katherine (Kath) Stannett, investigates social and emotional learning (SEL) against the backdrop of the COVID-19 pandemic and consequent disrupted education and learning loss.
Recent research suggests that the COVID-19 pandemic has led to disrupted education, learning loss, and the wide-scale use of hybrid and online teaching and learning. The pandemic has also revealed and underscored a need to address not only stude
nts’ academic skills but also their social and emotional skills.
This paper is made available to the public for free. Use these links to access the publication:
TIRF is pleased to have worked with author Kath Stannett, an England-based teacher trainer and materials writer, and in collaboration with Laureate International Universities and National Geographic Learning, to produce this first paper in the “TIRF Insights” series. This series was formerly known as “TIRF Language Education in Review.”
Via “TIRF Insights,” the Foundation profiles recent research in the field of English Language Teaching in a practical and accessible format. Our publication is written for parents, teachers, school leaders, and all student advocates who want to review recent educational trends in a nonacademic way.
Click here to download the English version of TIRF Insights: Social Emotional Learning.
As part of TIRF’s mission to sponsor and disseminate cutting edge research into language education, we have commissioned a set of papers on different aspects of handheld language learning, to be published in the first instance as free downloads on our website. Each of these papers aims to summarize the state of our knowledge concerning the use and effects of handheld devices on the outcomes of English language learning.
More information on our mobile-assisted assisted language learning commissioned papers can be found by clicking here.
Empowering Learners & Educators: English for Career Readiness
In today’s rapidly evolving job market, English proficiency has become a crucial asset for career success. Whether in business, technology, healthcare, or academia, professionals around the world rely on English to collaborate, innovate, and communicate effectively.
Context: The demand for English in the workplace extends beyond technical knowledge. Research shows that employers highly value soft skills—such as communication, problem-solving, and adaptability—alongside language proficiency. Equipping learners with both linguistic and interpersonal skills is essential for their long-term career development.
Dive in (one-minute read)
What the Research Says: English is the world’s predominant lingua franca, with millions of professionals using it daily to engage in global business and academic discourse. However, success in the workplace requires more than fluency; it calls for intercultural competence, critical thinking, and the ability to collaborate across diverse teams.
Why it Matters: As industries evolve, so do employer expectations. Professionals need to navigate complex, multicultural work environments where effective communication is key. Integrating soft skills into English language education prepares learners to meet these challenges and thrive in their careers.
What’s Next: Governments, businesses, and educators increasingly recognize the importance of embedding career readiness into English language instruction. Schools and training programs are adapting curricula to develop not only language proficiency but also the soft skills essential for professional success.
Read the Report: In this latest TIRF Insights paper from TIRF and National Geographic Learning, author Chia Suan Chong explores the intersection of English proficiency and career readiness. She highlights how educators can integrate soft skills into language learning to better prepare students for the workforce. Complete the form at the link below to download the paper.
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Calls to Action: Use these discussion questions to explore how career readiness can be integrated into English language education:
- How does English proficiency impact career opportunities in different industries?
- What soft skills are most valuable for professionals in global workplaces? How can these be cultivated in English language learning?
- How can educators design lessons that blend language development with real-world communication and problem-solving skills?
- What challenges do learners face when using English in professional settings? How can schools and training programs better support them?
- How can employers and educators collaborate to ensure that English language education aligns with workforce needs?
About TIRF Insights: “TIRF Insights” profiles recent research in the field of English Language Teaching (ELT) in a practical and accessible format. Our publications are written for parents, teachers, school leaders, and all student advocates who want to review recent educational trends in a nonacademic way. This paper on English for Career Readiness is available in English, Arabic, Chinese, and Spanish.
This book is the eighth volume in the Global Research on Teaching and Learning English series, co-published with Routledge (Taylor & Francis). It brings together the latest developments in research on teaching English in under-resourced contexts across the world, offering a window into the complex challenges that these communities face. Recommendations from research and experience in well-resourced contexts are frequently not relevant or feasible in different circumstances. Contributors explore local and regional assets and challenges to provide a deeper understanding of the difficult issues that language learners and teachers must confront, and they provide insights to meet those challenges.
With chapters written by TIRF Doctoral Dissertation Grant awardees, the volume addresses the crucial and growing need for research-based conversations on the contexts, environments, and challenges of teaching English in areas of the world with limited resources, literacy levels or other constraints.
The volume includes sections on policy connections, teacher preparation, and practice insights. It is a useful resource for graduate students and teacher educators in language education, ESL/EFL education, and international education, and an enlightening reference for all readers with an interest in language education around the world.
To view the book, please click here.
The seventh volume in the “Global Research on Teaching and Learning English” features chapters with original research written by internationally recognized scholars and TIRF Doctoral Dissertation Grant awardees. The volume addresses the crucial and growing need for research-based conversations on the contexts, environments, goals, and measures of success for Chinese-speaking learners of English. It includes sections on language assessment, perceptions in university contexts, and technology, especially in relation to young learners, in order to promote in-depth discussion of the teaching and learning of English for native speakers of Chinese.
The13 research-based chapters in Chinese-Speaking Learners of English: Research, Theory, and Practice discuss topics such as the impact and implications of using emerging assessment tools; the increase in English for Specific Purposes (ESP) courses; academic speaking and writing; and teaching in an online or hybrid environment. Throughout the book, the authors draw on their knowledge of their multiple contexts, as well as their learners’ needs and goals.
This volume is co-edited by Ryan Damerow, TIRF’s Chief Operating Officer, and Dr. Kathi Bailey, TIRF President is now available for purchase online.
Many stakeholders (e.g., parents, policymakers, students, and teachers) see English as a medium instruction (EMI) as a tool for creating opportunities for English learners to achieve success in both educational and workplace environments, and to join a global academic and workplace community. EMI has major implications for English language learning and the formation of policy, with a range of stakeholders affected when new decisions are made.
This paper is useful to universities struggling to make sense of the language issues around mobility of students, proficiency of the faculty, etc., and includes recommendations of what would need to be in the policies of universities, faculties, and departments.
TIRF is pleased to be working with Laureate International Universities and Dr. Joyce Kling, the author, to produce this first paper in this series. Please click here to access this paper.
