Archives

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  Volume 1, Issue 1: January 2024

  TESOL Society of Bangladesh is a platform for practitioners and aspiring English language teachers of all levels of education in Bangladesh with over 2500 members. The vision of the Society is to create a vibrant space for professionals working in the field of TESOL/ELT/Applied Linguistics and other allied disciplines to participate in constructive dialogue with one another on recent developments to strengthen the impact of the field in the community.

  For the first time, the Association has initiated to publish a scholarly journal named TESOL Bangladesh Journal (TBJ) to bring together English language professionals from around the world to share, learn, and further English language teaching and research. It is a double-blind peer-review journal dedicated to enhancing and disseminating scholarly work from local, regional and international researchers and practitioners in TESOL and relevant disciplines. 

  This very first issue of TBJ has attempted to promote TESOL research that mostly seems locally grounded, however, regionally, and internationally relevant. The issue has welcomed research studies that are relevant to TESOL in local context as well as broad regional and international topics representing a variety of cross disciplinary interests relevant to TESOL, Applied Linguistics and Language Education.  We are optimistic that the journal will contribute to the endogenous treatment of issues and subsequent development in the field by becoming the voice of the local practitioners, writers and most importantly readers.

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  Volume 2, Issue 1 (Special): January, 2025

  The TESOL Society of Bangladesh organized the 2nd International Conference entitled TESOL in Transition: 4th Industrial Revolution (4IR) and Beyond on the 9^th and 10^th February of 2024. The conference explored the paradigm shift in English language education in the digital age. Supported by the British Council, the U.S. Embassy in Dhaka, and the International Mother Language Institute, the event gathered distinguished scholars, practitioners, and researchers to discuss innovations in pedagogy, the role of technology, and the impact of 4IR on language learning. With keynote addresses from global experts, including Dr. Stephen D. Krashen, Dr. Richard Smith, and Dr. Maria Villalobos-Buehner, as well as plenary sessions and research presentations, the conference highlighted new perspectives on language acquisition, literacy development, creative pedagogy and multilingual education.

  This special issue (Volume 2, Issue 1) aims to extend the conference’s insights by presenting cutting-edge research and theoretical discussions on ELT in the 4IR era. It seeks to explore the intersection of reading, writing, and language acquisition, emphasizing digital literacy, self-directed learning, and pedagogical strategies in an increasingly technology-driven world.