TESOL Applied Linguistics Forum: Announcing the 2025 Summer/Fall Issue and Call for Proposals

[Andy Jiahao Liu]

Dear colleagues,

Happy December!

We, as co-editors of TESOL Applied Linguistics Forum, are excited to announce the publication of the 2025 Summer/Fall issue. This latest issue presents two feature articles and one book review. Topics range from underscoring the importance of teaching gendered language use in the English language teaching curriculum, to cognitive approaches for teaching pedagogical grammar of English, and to a thoughtful discussion of AI based on Chapelle et al.'s (2024) Exploring AI in Applied Linguistics. Check out the full list of titles, authors, and teasers below, and read our latest issue via this direct link: https://my.tesol.org/news/11434444; registration and log-in are not required. Thank you to all authors for your incredible work!

We are now also calling for submissions for our 2026 Winter/Spring Issue to be published around April 2026. Interested authors can read our Call for Submissions and submit proposals to us by January 15. Please consider sharing our call with your students and colleagues! We welcome inquiries to propose your ideas, discuss your projects, and more. 

Happy reading!

Andy Jiahao Liu and Curtis Green-Eneix

Co-Editors, Applied Linguistics Forum

TESOL International Association 

Applied Linguistics Forum | 2025 Summer/Fall Issue

• Letter From the Editors: Keeping the Ship Afloat in Turbulence
  Andy Jiahao Liu, University of Iowa
  Curtis Green-Eneix, University of Nottingham Ningbo China
  
  
• “Hey Guys!” The Importance of Teaching Gendered Language Use in English Language Teaching (Feature Article)
  Jennifer Marshall, University of Derby
  
  The word guy traces back to Guy Fawkes of the 1605 Gunpowder Plot and originally referred to men like bloke or chap. Yet today, it is used for all genders, raising questions about inclusivity. This article explores inclusive language use, arguing from a feminist perspective why guy, despite its controversy, merits discussion in the English Language Teaching (ELT) curriculum.
  
  
• Cognitive Approaches to Pedagogical Grammar of English (Feature Article)
  Tsun Sing Hung, Lingnan University
  
  
  This article discusses several pedagogical applications of cognitive linguistics, a school of thought that emphasizes the mapping between form (structure) and function (purpose), in the teaching of English grammar to second language (L2) learners. Three notoriously difficult aspects of English grammar (i.e., prepositions, modal verbs, and conditionals) are addressed through elementary approaches to cognitive semantic and grammatical analyses.
  
  
• Machines In the Middle: A Review of Exploring AI in Applied Linguistics (Book Review)
  Olesia Pavlenko, University of New Hampshire
  
  As AI shifts from a novelty to a necessity in language classrooms, a crucial question arises: how can its use be guided to support meaningful learning rather than undermine it? This review focuses on Chapelle et al.’s (2024) Exploring AI in Applied Linguistics. Drawing on a selection of chapters, I examine how the volume addresses the automation of assessment, the evolving agency of learners, and the role of teachers in adapting to these changes, while reflecting on how pedagogy can remain central in an educational landscape increasingly influenced by AI.