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Despite the wide recognition of language teacher educators' contributions in the field of Teaching English to Speakers of Other Languages (TESOL), research on language teacher educators has only picked up the pace in the last decade, shedding light on their cognition, practices, and identities in relation to various personal, interpersonal, and contextual factors. This article provides a systematic and critical review of 69 empirical studies on university-based TESOL teacher educators from 2010 and 2020. A methodological review was also conducted to analyze the different research approaches employed by previous researchers. A synthesis of the identified research led to four major themes, namely: (1) a general professional state (including responsibilities, challenges and quality), (2) professional engagement (including teaching, practicum supervision, and research and publishing), (3) cognition (including beliefs, knowledge, and expertise), as well as (4) continuous learning and identity development. Through a critical discussion of the themes, the review argues against the implicit yet powerful discourse that characterizes language teacher educators as 'supermen/superwomen' and emphasizes the need to humanize them as "whole people" by recognizing their unique strengths and struggles as well as diverse learning needs. The review also proposes a new research agenda to stimulate and deepen future investigations on language teacher educators in TESOL.

Translanguaging has been put forth as an asset-based perspective to language education that recognizes the diverse communicative repertoires of plurilingual students. In this thematic review, we highlight the potential of translanguaging as a pedagogical approach in fostering educational equity and generating critical dialogue among various stakeholders. We draw attention to recent theorization of translanguaging within a broader decolonial agenda, and we highlight challenges faced implementing translanguaging pedagogies in different contexts. Finally, we underscore the role of teacher educators in helping teachers develop a critical translingual stance focused on interrogating dominant ideologies about language and education.

Despite the widely recognized significance of critical incidents (CIs) in teachers' professional learning, little research has investigated the role of CIs in language teacher identity development. This study attempts to fill this gap by exploring the contributions of a Telegram-based professional development course--framed around CI storying--to the language teacher identity development process of a group of teachers. Data were collected from 10 teachers before, during, and after the course. Data analyses indicated that, before the course, CIs negatively influenced the teachers' agency and emotions. Participation in the course contributed, however, to the teachers' enhanced agency and greater emotion regulation. In addition, the course afforded the teachers an opportunity to experience further professional socialization and collegial engagement. Our findings revealed that during the course, the teachers developed greater expertise in storying their CIs and discussed higher order issues relevant to the multiplicity of identity as connected to sociocultural-educational dimensions. These findings suggest that emotions and agency are two significant identity aspects that are profoundly influenced by and influence CIs. Our article closes with a discussion of the implications of embedding CIs in professional development courses to help teachers (re)construct their identities.

Consistent with recent calls to bridge the research-practice divide in second language acquisition, this article reports on the findings of a collaborative autoethnographic study that we, authors of this article, conducted as critical second language teacher educators. Conducting a series of constructive dialogues among ourselves for a semester, we focused on how our acts of reciprocal reflexivity were characterized by discussions and subsequent actions with our teacher partners located in different parts of the world and working in diverse contexts. Our data, which included reflective journal entries, phenomenological interviews, artefacts, and audio-recorded group conversations, illustrate how we fostered constructive researcher-practitioner collaborations. These collaborations were mediated within and outside our classroom settings, as we sought to ultimately improve our own pedagogical practices. In contrast to working from an ivory tower and in keeping with our commitment to promoting equitable educational and research practices, our article also demonstrates and problematizes how we conducted our research in an ethical manner when designing, carrying out, and subsequently disseminating our findings to multiple audiences.

Locating itself broadly within the "sociolinguistics of mobility" (Blommaert, 2014) and taking heed of Stornaiuolo and Hall's (2014) call to "trace resonance" in writing and literacies research, this article works to trace academic literacies across the emerging "literacy sponsorscapes" (Wargo, 2016a) of contemporary culture. Despite its variance and recent resurgence (Lillis and Scott, 2007), academic literacies continues to be reduced to: (1) an instrumentalist and pragmatic pedagogy, and (2) the ability to navigate academic conventions and practices of higher education (Lea and Street, 1998), in particular the writing classroom (Castelló and Donahue, 2012). This centred focus, however, is limiting, and silences the more innocuous and less tangible sponsors of academic literacies: "mobilities," "ideologies," "identities," and "technologies." Set against the backdrop of globalization, and grounded in two case studies, this article considers how academic literacies are not an "and" but an "elsewhere", thereby emphasizing the importance of sociolinguistic space in academic literacy development. In it, we chart new directions for scholarship and underscore how ideologies shift with mobilities (Pennycook, 2008; Pennycook, 2012), are indexed by identities (De Costa and Norton, 2016; Hawkins, 2005), and extend through technologies (Lam, 2009; Rymes, 2012). By outlining a "literacy sponsorscapes" framework for studying academic literacies, this article highlights the purchasing power of seeing academic literacies not solely as a field or set of practices, but rather as a locating mechanism for studying a range of hybridized repertoires that are shaped and constituted by the physical and social spaces that contemporary youth inhabit.

Recent global social unrest that stems from historical racial, ethnic, and socioeconomic inequality and inequity has elevated the need for language educators to challenge traditional understandings of and practices in the language classroom. Such a development warrants an examination of language teacher agency in contemporary society. To this end and building on recent work on teacher agency in general education and second language teacher education research, we propose an ecological model to investigate teacher agency. Our ecologically oriented model draws specifically on Pantic's (2015) model for social justice and the Douglas Fir Group's (2016) call for an examination of language teaching as impacted by macro-, meso-, and micro-level forces. Through our proposed teacher agency model that represents the multilayered complexity of second language learning and teaching, we seek to advance an educational justice agenda. To illustrate the power and potential of our analytic ecological model to teacher agency for educational justice, we focus on a focal English as a foreign language teacher from Chile, Camila. The article ends with discussion of pedagogical possibilities that can be explored in conjunction with the research model we put forward.

This article explores the nature of reflective practice in a professional development process based on lesson study. The authors examine how a lesson study model initiates reflection as a meta-action scaffolding reflective practice among teachers of English as a foreign language (EFL) at a university in Turkey. Fieldnotes, interviews, and audio diaries were used to collect both introspective and retrospective data. These data sources enabled the researchers to focus on reflective action both as a process and as a product. Using thematic content analysis, the research demonstrates how reflective practice permeates lesson study as teachers reflect on their practice both individually and collaboratively. Moreover, the research also shows how teacher agency can be promoted in reflective practice throughout lesson study. The findings reveal how reflection as meta-action in lesson study can support transformative teacher agency among EFL teachers.

This introduction builds on De Costa et al.'s (2016], [2019) notion of linguistic entrepreneurship, which is defined as "the act of aligning with the moral imperative to strategically exploit language-related resources for enhancing one's worth in the world" (2016: 696). The four empirical studies and two critical commentaries that constitute this special issue explain the relevance of this construct and explore how it is instantiated in a range of formal and informal educational contexts across the world. Specifically, we explain how linguistic entrepreneurship serves as a unique and innovative contribution to the existing body of sociolinguistics, applied linguistics, and language policy research on neoliberalism.

The global spread of English has made it the dominant language in academic publishing (Hyland, Ken. 2015. "Academic Publishing: Issues and Challenges in the Construction of Knowledge." Oxford: Oxford University Press). Influenced by enterprise culture, scholars from peripheral non-Western countries face mounting pressure to publish in English (Curry, Marry Jane & Theresa Lillis (eds.). 2017. "Global academic publishing: Policies, perspectives and pedagogies." Bristol, UK: Multilingual matters). The English academic publishing industry has also ballooned in China (Tian, Mei, Yan Su & Xin Ru. 2016. Perish or publish in China: Pressures on young Chinese scholars to publish in internationally indexed journals. "Publications" 4(2). 9.). In response to the Chinese government's commitment to developing world-class universities and disciplines to enhance the internationalization of its higher education system, local Chinese scholars are increasingly encouraged to produce research that has international impact, as well as to engage in international academic exchange and cooperation arrangements (Li, Yongyan & Guangwei Hu. 2018. Collaborating with management academics in a new economy: Benefits and challenges. "Publications" 6. 1-17). In seeking academic collaboration, a growing number of Chinese academics have participated in visiting scholar programs offered by western-based universities. In light of this emergent phenomenon, this study explores how Chinese visiting scholars, driven by an ethical imperative to enhance human capital at "neoliberal universities" (Holborow, Marnie. 2013. Applied linguistics in the neoliberal university: Ideological keywords and social agency. "Applied Linguistics Review" 4(2). 229-257), exploited language-related resources available to them to succeed in English academic publishing. Data, which include in-depth interviews, social media posts, journals, resumes and manuscripts that were in press at academic journals, were collected from two Chinese professors who took part in a one-year visiting scholar program in the U.S. university. Our findings revealed that under the mounting expectations to publish in English-dominated SSCI journals, our focal participants enacted linguistic entrepreneurial practices.

The production of silage using fish viscera can be carried out with straightforward methods and permits the exploitation of nutrients that are usually discarded. This process fosters the concept of circular aquaculture. The aim of this study was to evaluate the inclusion of increasing levels of fish viscera silage (VS) on the physical quality of the feed pellets and their effects on their growth performance, health parameters and on economic indices when the experimental extruded feed was offered to tambaqui. A fermented fish VS produced in‐house was included in increasing levels on a wet‐basis in the formulation of five experimental diets (VS 0%, VS 5%; VS 10%; VS 15% and VS 20%). Juvenile tambaqui (~22.6 g) were stocked in fibreglass tanks of 700 L (n = 4; 21 fish per tank) with a recirculation system and the five experimental diets were attributed in a completely randomized design. The fish were fed with the experimental diets (to apparent satiation) for 13 weeks. At the end of the trial, no significant differences were observed for production performance. Fish fed with the highest inclusion level of VS presented the highest concentration of plasma cholesterol, but this was still within acceptable values for this species. The inclusion of fish VS in diets for juvenile tambaqui reduced the activity of the plasma ALT enzyme, confirming normal liver function. Extruded feed containing fish VS had a production cost of US$ 0.95 per kg, which does not significantly impact the economic indices. Up to 20% of fish VS can be included in the extruded feed formulation for juvenile tambaqui without impairing growth performance or affecting health parameters. [ABSTRACT FROM AUTHOR]

Emotion labor is a multidimensional construct that plays a key role in teachers' emotional knowledge and emotional development. However, little empirical research has focused on such multidimensionality of emotion labor at personal, institutional, and sociocultural levels. The present study aimed to fill this gap by drawing on metaphors and integrating data from Iranian English language teachers through open-ended questionnaires, narrative frames, and semi-structured interviews. The analyses of the data revealed that the teachers used metaphorical language to display their negative emotions against the relational power that shaped their professional emotions and practices. Moreover, the teachers deployed such metaphors to represent the clashes between external power relations and their internal feelings. Our findings demonstrate the rigor and relevance of metaphor in capturing emotion labor. As a consequence, we present a taxonomy that can serve as a heuristic for institutional stakeholders to engage in closer scrutiny of teachers' emotion work and the power relations that shape such work. [ABSTRACT FROM AUTHOR]

Narrative inquiry has gained traction in applied linguistics as a complementary approach to positivistic research, focusing on the subjectivities of individuals' lived experiences and using stories as data, analytical tools, and reporting practice. Although numerous methodologically oriented publications on narrative inquiry in the field reflect its vitality, scholars have raised questions about the complexity and ambiguity underlying what exactly constitutes narrative inquiry. While methodological diversity within narrative inquiry can signal innovation, it can also create uncertainty for novice and experienced scholars engaging with the methodology for the first time. To address these concerns, we conducted a systematic methodological synthesis of narrative inquiry studies in applied linguistics published from 2012 to 2022. Specifically, we searched 12 top‐tier applied linguistics journals and developed a corpus of 291 articles. We coded our corpus according to four areas: (a) theoretical framing, (b) demographic characteristics, (c) methodological design, and (d) reporting of ethics, researcher positionality, and funding status. We discuss our results in light of previous thematic reviews of narrative inquiry in applied linguistics, and we offer empirically grounded recommendations for scholars engaging with narrative inquiry. Our study responds to calls for greater methodological transparency in applied linguistics in general and methodological investment in narrative inquiry in particular. [ABSTRACT FROM AUTHOR]

On June 7, 2021, The New York Times (NYT) reported the discovery of the remains of 215 Indigenous children on the grounds of a former residential school in British Columbia, Canada (Austen, 2021). News of this mass murder and its subsequent cover up rocked the world and came at a time when Canada and many other countries have mounted reconciliation efforts as they attempt to come to terms with a brutal past involving Indigenous populations. The residential school context described in the NYT story is representative of residential school educational arrangements in the last century that saw children from numerous First Nations forcibly removed from their homes and forbidden to speak their languages for generations (McIvor, 2020). By detaching these children from language, culture, and place, state- and church-sponsored schooling sought to train Indigenous students for subservience. Sadly, these cruel efforts inflicted unimaginable harm--both epistemological and emotional--upon these children (McCarty et al., this issue). Such abuse was not uncommon. The goal of the author for this commentary is to highlight how Indigenous people have been forcibly removed from their land, displaced, and subsequently had their rights revoked and identities rejected (McKinley & Smith, 2019). That their lives are inextricably intertwined with the land is further underscored by Chiblow and Meighan (2021, in press).

The growing concern for ethics in applied linguistics may be attributed to attempts to stem the rising incidence of ethical lapses in order to ensure that the core ethical principles of: (1) respect for persons; (2) yielding optimal benefits while minimizing harm; and (3) justice are preserved. Following a brief historical review of this topic, and building on the growing commitment to carry out ethical applied linguistic research, we map out seven research tasks that will enhance our understanding of how to extend this expanding research agenda. By inviting applied linguists to evaluate their methodological practices and those of their peers, we also argue for the need to develop the ethical dispositions of emerging applied linguists, with a view to create a more robust field.

Linguistic racism is magnified when a speaker is multilingual and shuttles between different languages and language varieties. This reality is underscored in this commentary that reviews four empirical studies that comprise this special issue on linguistic racism. We see linguistic racism enacted in different forms and contexts: through racial microaggressions experienced by students who negotiate the Catalan/Spanish bilingual educational context; instances of racial prejudice encountered by international students at Australian universities; and sociolinguistics pressures placed upon members of an Australian Aboriginal community as they negotiate ratified and denigrated languages and language varieties. My commentary also highlights the need to consider the affective turn in sociolinguistics, in particular, the emotional fallout that often accompanies linguistic racism. Several suggestions on how to combat linguistic racism are also discussed.

Conceived as the act of aligning with the moral imperative to enhance one's worth in the world through a strategic management of language-related resources (De Costa et al. in Asia Pac Educ Res 25(5-6):695-702, 2016), linguistic entrepreneurship is used as a framework to guide this paper that examines the growing influence of neoliberalism within the broader ecology of second and foreign language education policy. To illustrate its influence, we focus on organizations that are under intense pressure to improve the linguistic capabilities of their members. In particular, the paper expands on the notion of affective regime to show an increasingly pervasive audit culture that has resulted in some languages and identities being assigned greater value over others. By foregrounding these inequity concerns which arise from quantitative technologies that emphasize standards and measurements, we extend the affective turn in language policy scholarship and demonstrate how it contributes to the growing body of language policy research that has critiqued the commodification of language education. We close with a call for a critical engagement with the ideological mechanisms that underlie language education policy so that our resistance towards neoliberalism can focus on undoing their effects.

Building on recent calls to examine the material realities of people's lives, our paper explores how developments in ecological approaches to second language acquisition (SLA) and recent SLA identity work can help advance the language policy and planning (LPP) research agenda. To this end, we draw on (1) the multi-level transdisciplinary framework for SLA in a multilingual world put forward by the Douglas Fir Group (Mod Lang J 100(S1):19-47, 2016), which examines how language learning and teaching are influenced by micro-, meso-, and macro-level forces, and (2) Darvin and Norton's (Annu Rev Appl Linguist 35:36-56, 2015) model of investment, which looks at the intersection of identity, capital and ideology. By combining these two frameworks, we explain how an ecologically-oriented LPP research agenda can be advanced by taking into consideration key social actors who exist in the complex material realities within which learners are embedded. We anchor our arguments in a case study of a Uyghur youth, Alim, in China whose Putonghua learning trajectory is traced as he moves across several cities over the span of 16 years. Alim's lived experience illustrates how a SLA and LPP interface can be realized in research.

This paper investigates the emotion labor experienced by transnational world language teachers (TWLTs), with a focus on Chinese language teacher candidates in a US dual immersion school residency program. Despite existing research on emotion labor in language teaching, the experiences of Chinese TWLTs have been underexplored. Through an analysis of mentorship and co-teaching, our findings reveal that much of the emotion labor among our participants stems from hierarchical mentorship structures influenced by Confucian ideologies. This hierarchical system constrains pedagogical autonomy, hindering TWLTs from fully embodying their transnational teacher identities. Consequently, the lack of power negotiation exacerbates the issue, leading to internalization of emotion labor and reduced teaching agency. We conclude by offering recommendations for future research on TWLTs' emotions and advocating for a renewed emphasis on their mentoring experiences during teacher preparation programs. [ABSTRACT FROM AUTHOR]

Extending earlier research on the concept of Willingness to Communicate (WTC) (e.g., MacIntyre et al., 1998), this paper tests the WTC concept on a secondary school in Singapore where English is used as a lingua franca. In doing so, a layer of complexity is added to the WTC concept. By focusing on classroom interactions involving one immigrant student from China and examining how her WTC changes over the course of a school year, this paper argues that the sociolinguistic notion of English as a Lingua Franca (ELF) can enhance earlier conceptualizations of WTC. Such a theoretical and methodological renovation of WTC is vitally important in order to take into account the lived and learning experiences of immigrant students in an increasingly globalized education landscape.

Recognizing the inherent value of refugee youth's diverse and powerful linguistic and cultural capital, this case study adds to the growing body of research regarding refugee youth's intersecting identities and multiliteracies by exploring (1) how youth who have settled in the American Midwest as refugees express their emerging notions of identity and culture and (2) in what ways refugee youth perceive a level of access and exhibit desire or reluctance for an American identity. This study focuses on the journal and poetry writing--created in a self-selected and self-segregated third space of a pull-out English-as-a-second language (ESL) classroom--of two 4th-grade Chin refugee girls from Burma. The girls' writings speak to their ideas and ideals of race, language, culture, and the construction of a bicultural Chin American identity, thereby illustrating youth's nuanced and varied identity expressions and experiences in an American Midwest elementary school.

A limited ability to pursue postsecondary education often leaves English language learners (ELLs) with a gamut of negative emotional experiences. Using an emotionally oriented framework to guide our study, this article focuses on the experiences of two female South Asian students who graduated from different U.S. high schools. We explored what emotions they encountered during their college preparation process and what factors shaped such emotions. Findings from our in-depth interviews revealed that our participants encountered negative emotions such as worry, discouragement, indignation, envy, confusion, and intimidation that were related to their ELL identity. We also demonstrate that it is not only their limited proficiency in English that hinders the ELLs from attending four-year colleges but also their families' economic status, a lack of awareness of college preparation courses, and a lack of assistance with their test preparation that contribute to the emergence of negative emotions.

English medium instruction (EMI) and critical language education are both relatively established areas of education and scholarship. While the booming trends of EMI have generally foregrounded the technical aspects of instruction and the related linguistic challenges, the ongoing development of EMI theory, research, policy, and practice can be further integrated with critical views. Although a stream of EMI research based on critical perspectives does already exist, there is still a considerable place for more serious critical engagements in this area. Therefore, in this paper we argue for the development of ‘Critical EMI’ praxis that embraces criticality in an explicit, inclusive, and coherent manner. Considering that EMI is a still emerging phenomenon in many contexts, we argue that this is the right time for endeavouring to help it grow as a sociopolitically sensitive area in essence while it is developing roots. We highlight issues of ideology, policy, identity, social justice, and the politics of English as five essential aspects of criticality in Critical EMI and further discuss some of the insights that it can offer in encountering the neocolonial spread and dominance of English. [ABSTRACT FROM AUTHOR]

Building on the long-standing tradition of challenging oppression and questioning whose interests are being served in the field of language education, we report on a study that involved a group of U.S.-based graduate students who collaborated with a ninth-grade English teacher in Nepal. The study comes out of a larger project that sought to internationalize the curriculum of a graduate educational linguistics course at a U.S. university. At the heart of this internationalizing curriculum endeavour was a commitment to expose graduate students in the U.S. to the issues of language teaching outside of the U.S. This was done through co-designing of a unit of lessons, with six graduate students meeting virtually with their teacher partner, Ditya, in Nepal over the course of a semester. The graduate students and Ditya constitute our research participants. The graduate student participants learned about the need to develop pedagogical materials that were relevant to the local context in Nepali classroom, and not attempt to transplant a Western-centric curriculum onto the Nepali classroom. In keeping with recent calls to decolonize higher education, we illustrate how critical theory in general and decolonizing pedagogy in particular can be infused into a U.S. graduate curriculum by drawing on the rich, indigenous knowledge and resources of a teacher collaborator from the Global South. We do this by reporting how this critical, decolonizing goal was realized through collaborative professionalism, which is characterized by the sharing of knowledge, skills, and experience to improve student achievement, reflection, dialogue and collective responsibility. [ABSTRACT FROM AUTHOR]

Addressing the ongoing calls to reform teacher education to prepare future teachers to serve students from diverse backgrounds, this introduction reviews recent developments in teacher education to situate our thematic issue on critical teacher education for equitable learning in multilingual classrooms. The five empirical papers and two commentaries included in this issue focus on the connection between language, power, and critical consciousness to address equity concerns in teacher education as it pertains to supporting multilingual learners, asking: how do teacher education programs prepare teachers to work with diverse students in schools where there exists a long-standing history of marginalization and discrimination based on racial, economic, social backgrounds? In this introductory paper, we discuss the contributions of the papers included in the issue and share a vision for new ways for reimagining teacher education for multilingual learners. [ABSTRACT FROM AUTHOR]

Type 1 diabetes (T1D) is characterized by HLA class I-mediated presentation of autoantigens on the surface of pancreatic β-cells. Recognition of these autoantigens by CD8+ T cells results in the destruction of pancreatic β-cells and, consequently, insulin deficiency. Most epitopes presented at the surface of β-cells derive from the insulin precursor molecule proinsulin. The intracellular processing pathway(s) involved in the generation of these peptides are poorly defined. In this study, we show that a proinsulin B-chain antigen (PPIB5-14) originates from proinsulin molecules that are processed by ER-associated protein degradation (ERAD) and thus originate from ER-resident proteins. Furthermore, screening genes encoding for E2 ubiquitin conjugating enzymes, we identified UBE2G2 to be involved in proinsulin degradation and subsequent presentation of the PPIB10-18 autoantigen. These insights into the pathway involved in the generation of insulin-derived peptides emphasize the importance of proinsulin processing in the ER to T1D pathogenesis and identify novel targets for future T1D therapies. [ABSTRACT FROM AUTHOR]

Although English medium instruction (EMI) has received exponential growth of attention in recent years, the scope of research on EMI teachers is still limited, and even much less on their emotions. Drawing on an ecological perspective as the theoretical framework, we explored Iranian EMI teachers’ emotion labour across the classroom, institutional and sociocultural ecologies. Data were collected from narrative frames and semi-structured interviews. Data analysis revealed three themes in relation to Iranian EMI teachers’ emotion labour: (1) classroom ecology: student expectations as impeding effective content enactment, (2) institutional ecology: workload as a hurdle for investment in personal growth and (3) sociocultural ecology: low international collaborations complicating knowledge dissemination. The study shows that beyond their personal proclivities, Iranian EMI teachers face socio-educational challenges that not only complicate their pedagogical effectiveness, but also stop them from imagining the identity of global citizens within the community of EMI practitioners. We also provide implications for EMI teacher educators to draw on the study findings to run teacher education courses that tap EMI teachers’ emotions. [ABSTRACT FROM AUTHOR]

In keeping with discipline-specific genre expectations for writing in scientific and technological fields, students enrolled in English writing classes for future engineers are often required to produce collaborative reports on team projects. For freshman engineering students, such collaborative report writing, which constitutes a cornerstone in their academic literacy, is an entirely new genre. Drawing on Engeström's (Engeström, Yrjö. 1987. Learning by expanding: An activity theoretical approach to developmental research. Orienta-Konsultit Oy) activity system and Storch's (Storch, Neomy. 2002. Patterns of interaction in ESL pair work. Language and Learning 52(1). 119–158) interaction model, this paper explores two engineering freshmen's experiences of working collaboratively in separate groups in the same writing class. Our focal students were both native-English-speaking women at a U.S. midwestern university. Over the course of one semester, they provided their class notes and project report drafts, and they and the course teaching assistant participated in interviews. Our findings demonstrate that while both students had similar levels of commitment to the collaborative project, their writing experiences differed depending on their respective group members and their own attitudes and experiences. Our case study has implications for engineering freshman writing education as we illustrate how the ESP class we examined can help students prepare for academic and professional communication. We also discuss ways to help apprentice future engineers overcome discipline-specific communication difficulties as they enter a new discourse community. [ABSTRACT FROM AUTHOR]