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TESOL Quarterly (TQ), a refereed professional journal, fosters inquiry into English language teaching and learning by providing a forum for TESOL professionals to share their research findings and explore ideas and relationships in the field. TQ's readership includes ESOL teacher educators, teacher learners, researchers, applied linguists, and ESOL teachers. First published in 1967, TQ encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect.

Publisher: Teachers of English to Speakers of Other Languages, Inc. (TESOL)

Volume 43, Number 3, September 2009
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In This Issue

In This Issue
pp. 389-392(4)
Authors: Davison, Chris; Leung, Constant; Canagarajah, Suresh

Articles

Current Issues in English Language Teacher-Based Assessment
pp. 393-415(23)
Authors: Davison, Chris; Leung, Constant

Teacher-Based Assessment for Foreign Language Pragmatics
pp. 445-470(26)
Author: Ishihara, Noriko

Group Dynamic Assessment: Mediation for the L2 Classroom
pp. 471-491(21)
Author: Poehner, Matthew E.

Forum

Brief Reports and Summaries

Dynamic Speaking Assessments
pp. 537-545(9)
Authors: Hill, Kent; Sabet, Mehran

EFL Teachers' Views of English Language Assessment in Higher Education in the United Arab Emirates and Kuwait
pp. 546-555(10)
Authors: Troudi, Salah; Coombe, Christine; Al-Hamly, Mashael

Reviews

Standards for ESL/EFL Teachers of Adults
pp. 560-562(3)
Author: Gao, Xuesong

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