Academic Papers

Academic Journals (Selected)

  • Farrell, T.S.C. (2016). TESOL, A Profession That Eats Its Young: The Importance of Reflective Practice in Teacher Education. Iranian Journal of Language Teaching Research 4(3), 97-107. eats-young-farrell-2016
  • Farrell, T.S.C. (2016). Teacher Stories Through the “Tree of Life”. Teaching English Connections, 20, 3: 27-28.
  • Farrell, T.S.C. (2016). Surviving the transition shock in the first year of teaching through reflective practice. System, 61, 12-19
  • Farrell, T.S.C. (2016).’Who I am is how I teach’: The mindful teacher. Teaching English Connections, 20, 2: 6-7. Who I am is how I teach Farrell
  • Farrell, T.S.C. (2016). Review: Teacher-Researchers in Action. Teachers Research!  ELT Journal : ELT J Farrell Review
  • Farrell, T.S.C. (2016). Contemplative Practice: From Letting Go To Letting Come. Teaching English Connection, 30,1: 8-9. Farrell 2016 TEC
  • Farrell, T.S.C. & Jacobs, G. (2016) Practicing What We Preach: Teacher Reflection Groups on Cooperative Learning. TESL-EJ, 19, 4, February 2016. Praticing what we preach Farrell Jacobs
  • Farrell, T.S.C. (2016). The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions. Language Teaching Research, 20(2), 223–247. Farrell RP in LTR
  • Farrell, T.S.C. (2016). The teacher is a facilitator: Reflecting on ESL teacher beliefs through metaphor analysis. Iranian Journal of Language Teaching Research 4(1), 1-10 Teacher Metaphor Farrell 2016
  • Farrell, T.S.C. (2015/1999). Teachers talking about teaching: Creating conditions for reflection. TESL-EJ, 19, 3 From TESL EJ Archives Farrell
    • We are pleased to present our 75th issue. We continue our 20th year celebration as an online journal by publishing two more articles from our archives, in addition to our usual peer-reviewed articles: Thomas S. C. Farrell, “Teachers Talking about Teaching: Creating Conditions for Reflection,” and Erdogan Bada & Zuhal Okan, “Students’ Language Learning Preferences.” Professors Bada and Farrell have been important contributors to TESL-EJ in many ways through the years. http://www.tesl-ej.org/wordpress/issues/volume19/ej75/ej75fromed/
  • Farrell, T.S.C. & Mom, V. (2015). Exploring teacher questions through reflective practice. Reflective Practice, 16, 6: 849-866. RPPaper Farrell Mom 2015
  • Farrell, T.S.C. & Ives, J. (2015). Exploring teacher beliefs and classroom practices through reflective practice. Language Teaching Research, 19, 5, 594-610. Farrell and Ives
  • Farrell, T.S.C. (2015). It’s Not Who You Are! It’s How You Teach! Critical Competencies Associated with Effective Teaching. RELC Journal, 46(1) 79–88: Farrell RELC Jnl 2015
  • Farrell, T.S.C. (2015). Teaching is a calling: or is it? The English Connection, 19, 1, 25-26. Teaching is a Calling
  • Farrell, T.S.C. (2015). Reflecting on teacher-student relationships. ELT Journal 69 (1): 1125: Farrell ELTJ 2015
  • Farrell, T.S.C. (2014). “Teacher you are stupid” Cultivating a Reflective Disposition. TESL-EJ, 3. http://www.tesl-ej.org/wordpress/issues/volume18/ej71/ej71a2/
  • Farrell, T.S.C. (2014). “I’ve plateaued…gone a little stale.” Mid-career reflections in a teacher reflection group. Reflective Practice, 15, 4, 504-517.
  • Farrell, T.S.C. (2014). An invitation to reflect on practice. The Language Teacher, 38, 4, 3-5.
  • Farrell, T.S.C. (2013) Reflecting on ESL Teacher Expertise, System, 41, 4: 1070-1082. Farrell Expert teachers
  • Farrell, T.S.C. & Bennis, K. (2013). Reflecting on ESL Teacher Beliefs and Classroom Practices: A Case Study. RELC Journal, 44: 163-176 farrell & bennis
  • Farrell, T.S.C. (2013). Teacher self-awareness through journal writing. Reflective Practice, 14, 4, 465-471.
  • Farrell, T.S.C. (2013). Critical incident analysis through narrative reflective practice: a case study. Iranian Journal of Language Teaching Research 1(1), 79-89. Farrell Iranian Journal of Language Teaching Research
  • Farrell T.S.C. (2012). Novice-Service Language Teacher Development: Bridging the Gap Between Preservice and In-Service Education and Development TESOL Quarterly, 46, 3, 435-449. FARRELL. TQ Novice
  • Farrell, T.S.C. (2012). Exploring the professional role identities of novice ESL teachers through reflective practice. The European Journal of Applied Linguistics and TESOL, 1,1: 2-14.
  • Farrell, T.S.C. (2012). Reflecting on reflective practice: (re)visiting Dewey and Schon. TESOL Journal, 3, 7-16. Farrell Dewey Schon TJ
  • Farrell, T.S.C. (2011). Keeping SCORE: Classroom observations as reflective practice. RELC Journal, 42, 265-272. Keeping SCORE
  • Farrell, T.S.C. (2011). Exploring the professional role identities of experienced ESL teachers through reflective practice. System, 66, 1-9. farrell system off print
  • Renandaya, W. & Farrell, T.S.C. (2011). ‘Teacher the tape is too fast’: Extensive listening. ELT Journal, 65 (1): 52-59.
  • Farrell, T.S.C. (2009). Critical reflection in a TESL course: mapping conceptual change. ELT Journal, 63, 3, 221-229.
  • Farrell, T.S.C., (2008). Reflective practice in the professional development of teachers of adult English language learners. Washington, DC: Center for Applied Linguistics. Available at http://www.cal.org/caelanetwork/pd_resources/CAELABrief-ReflectivePractice.pdf
  • Farrell, T.S.C. & Tan, S. (2008). Language Policy, Language Teachers’ Beliefs and Classroom Practices. Applied Linguistics, 29, (3), 381-403. Beliefs Applied Linguistics Farrell
  • Farrell, T.S.C. (2008). “Here’s the book, go teach the class”: ELT Practicum Support. RELC Journal, 39(2), 226-241. heres the book go teach
  • Farrell, T.S.C. (2008). Critical Incidents in ELT Initial Teacher Training. ELT Journal, 62,(1), 3-10.
  • Farrell, T.S.C. (2008). Promoting Reflective Practice in Language Teacher Education with Microteaching. Asian Journal of English Language Teaching (AJELT), 18.
  • Farrell, T.S.C. (2007). Failing the practicum: narrowing the gap between expectation and reality with reflective practice. TESOL Quarterly, 41 (1), 193-201. TESOL_193Farrell_EP
  • Farrell, T.S.C (principal author) & Mallard, C. (2006). Reception Strategy Use by Learners of French as a Foreign Language. The Modern Language Journal, 90/3, 338-352.
  • Farrell, T.S.C (2006). Learning to teach English language: imposing order. System, 34/2, 211-221
  • Farrell, T.S.C. (2006). ‘The teacher is an octopus’: Uncovering preservice English language teachers’ prior beliefs through metaphor analysis. RELC Journal, 37, 239-251. teacher is an octopus
  • Farrell, T.S.C (2006). Reflective practice in action: a case study of a writing teacher’s reflections on practice. TESL Canada Journal, 23, 77-90. Farrell TESLCanada
  • Farrell, T.S.C. (principal author) & Lim. P. (2005). Grammar Teaching: A case study of Teachers’ Beliefs and Classroom Practices TESL-EJ (September 2005).
  • Farrell, T.S.C. (2003). Learning to teach English language during the first year: personal issues and challenges. Teaching and Teacher Education, 19, 95-111.
  • Jacobs, G., & Farrell, T.S.C. (2003). Understanding and Implementing the CLT (Communicative Language Teaching) Paradigm. RELC Journal, 34/1, 5-30.
  • Jacobs, G. M, & Farrell, T.S.C (2001). Using the concept of paradigm shift to understand and implement change in second language education. TESL-EJ, 5, 1-16. paradigm shift
  • Farrell, T.S.C. (2001). Teacher Socialization During the Practicum. Prospect, 16, 49-62.
  • Farrell, T.S.C. (2001). Tailoring Reflection to Individual Needs: A TESOL Case Study. Journal of Education in Teaching, 21, 23-38.
  • Farrell, T.S.C. (2001). Critical Friendships: colleagues helping each other develop. ELT Journal, 55, 368-374.
  • Farrell, T.S.C. (2001). Troubleshooting during the practicum using electronic mail. The Teacher Trainer, 15, 6-9.
  • Farrell, T.S.C. (2001). Teaching Reading Strategies: “It takes time!” Reading in a Foreign Language, 13/2, 631-646.
  • Farrell, T.S.C. (2001). Concept Maps to Trace Conceptual Change in Preservice English Teachers. RELC Journal 32/2, 27-44.
  • Farrell. T.S.C. (1999). The Reflective Assignment: unlocking preservice teachers’ prior beliefs. RELC Journal, 30,/2, 1-17. Farrell reflective assignment
  • Farrell, T.S.C. (1999). Teachers Talking About Teaching: creating conditions for reflection. TESL-EJ, 2/4, A-1.
  • Farrell, T.S.C. (1999). Reflective teaching: a case study. Asian Journal of English Teaching, 9, 105-114.
  • Farrell, T.S.C. (1999). Reflective practice in a teacher development group. System, 27/2, 157-172.
  • Farrell, T.S.C. (1999). ESL/EFL Teachers Solving their own Dilemmas. The Teacher Trainer, 13/1, 11-12.
  • Farrell, T.S.C. (1998). Critical friendship in ELT. Prospect, 13/2, 78-88.
  • Farrell, T.S.C. (1998). EFL Teacher Development through journal writing. RELC Journal, 29/1, 92-109.

Special Issues of Journals