Navigating policy, pedagogy, and the self in TESOL

From time to time, those of us working in Teaching English to Speakers of Other Languages (TESOL) become acutely aware that the field is evolving in ways that demand our attention. Established conversations take on new contours, and challenges long familiar begin to reveal unfamiliar dimensions. This issue – Volume 34, Number 1 of TESOL in Context – emerges at one such moment. In the current issue, it is clear that our field is grappling with a convergence of pressures. The lingering shadows of systemic policy shifts and the burgeoning integration of artificial intelligence (AI) in the classroom have compelled practitioners to rethink professional identities, day-to-day pedagogy, as well as the psychological and identity-based dimensions of language education. This issue brings together a collection of papers, a special report, and a book review that collectively examine where the field stands today and, importantly, where it is heading as these forces intensify and further influence learning and teaching. The contributions in this issue can be broadly categorised into three intersecting themes, as we 1) discuss some of the key dimensions of present-day TESOL policy and advocacy, 2) evaluate the pedagogical affordances of emerging technologies, and 3) create insights into the inner lives of learners and teachers, specifically regarding identity, anxiety, and investment. Together, these publications challenge us to look beyond the surface of policy and classroom practice to the structural and emotional undercurrents that shape the educational experience of language learners and teachers.