Academic Papers

Academic Journals (Selected)

  • Farrell, T.S.C. (2024). TESOL teacher education: a novice-service approach. Second Language Teacher Education Journal, 3, 1, 1-19. 01-Thomas+SC+Farrell
  • Farrell, T.S.C. (2023). Reflective Practice For Language Teachers. CATESOL, 56, 2, 3-8.
  • Farrell, T.S.C. (2023). “I Treat Them All the Same”: Reflecting on classroom communicative and interactional competence. Applied Linguistics Inquiry, 1(1), 1-6. doi: 10.22077/ali.2022.2268 I treat them all the same Farrell
  • Farrell, T.S.C. (2023). Reflective Practice For TESOL Teachers: ‘What, Why, When and How’. JALT Journal, 45, 1: 122-137.jj45.1-art6
  • Farrell, T.S.C. (2023). ‘Talk is Not Cheap’: The Role of Dialogue in Reflection. TEC, 27, 1, 10-11.Talk is not cheap Farrell
  • Farrell, T. S. C., & Moses, N. (2023). “Class Is Like a Family”: Reflections of an Experienced Canadian TESOL Teacher. Korea TESOL Journal. Advance online publication.Farrell & Moses (2023). Reflections. KTJ 18-2 Adv
  • Farrell, T.S.C. & Stanclick, C.  (2023). “COVID-19 Is An Opportunity To Rediscover Ourselves”: Reflections of A Novice EFL Teacher in Central America. RELC Journal, 54, 1, 71 –83.Farrell 2023
  • Farrell, T.S.C. (2023). From doctor to facilitator: reflecting on the metaphors of early career EFL teachers. Reflective Practice, 24, 1, 14–26.From doctor to facilitator reflecting on the metaphors of early career EFL teachers (1)
  • Farrell, T.S.C. (2022). Reflecting on translanguaging: ‘across’ and ‘beyond’ multilingualism.
    Teaching English as a Second Language Electronic Journal (TESL-EJ), 26 (3).
    https://doi.org/10.55593/ej.26103a21
  • Farrell, T.S.C. (2022). Operationalizing reflective practice in second language teacher education. Second Language Teacher Education Journal, 1, 1, 71-88.RP SLTE Farrell
  • Farrell, T.S.C. (2022): ‘I felt a sense of panic, disorientation and frustration all at the same time’: the important role of emotions in reflective practice, Reflective Practice, 23, 3, 382-393.Farrell RP
  • Farrell, T.S.C. (2021). “COVID-19 Challenged Me to Re-Create My Teaching Entirely”: Adaptation Challenges of Four Novice EFL Teachers of Moving from ‘Face-to-Face’ To ‘Face-to-Screen’ Teaching. Iranian Journal of Language Teaching Research, 9, 3: 119-132. Farrell 2021 Covid CA
  • Farrell, T.S.C. & Avejic, V. (2021). “It Is Easy To Fall Into A Monotonous Routine”: Reflections of an EFL Teacher in Central America. TESL-EJ Farrell Avejic TESL Ej
  • Farrell, T.S.C (2021). A Five Phase Framework For Reflection. Modern English Teacher (MET), 30, 2, https://www.modernenglishteacher.com
  • Farrell, T.S.C. (2021). Promoting teacher reflection in schools: Becoming centers of inquiry. Research in Language and Education, 1, 1, 59-68.Teacher Reflection Schools Farrell
  • Farrell, T.S.C & Macapinlac, M. (2021).  Professional Development Through Reflective Practice: A Framework for TESOL Teachers. Canadian Journal of Applied Linguistics,24, 1, 1-25 Farrell
  • Farrell, T.S.C. & Avejic, V. (2020). “Students Are My Life”: Reflections of One Novice EFL Teacher in Central America. TESL Canada Journal, 37, 3 TESL Canada
  • Farrell, T.S.C. (2020). Overcoming “The Imposter Syndrome” Through Reflective Practice. TEC, 24,4, 30-31.
  • Farrell, T.S.C., Baurain, B, & Lewis, M (2020). ‘We Teach Who We Are’ Contemplation, Reflective Practice & Spirituality in TESOL. RELC Journal, 51(3), 337–34,we are who we teach Farrell et al
  • Farrell, T.S.C. & Kennedy, J. (2020). My Personal Teaching Principle Is ‘Safe, Fun, and Clear’:  Reflections of a TESOL Teacher, IJLTR, 8, 2, 83-96. IJLTR_Volume 8_Issue 2_Pages 83-96
  • Farrell, T.S.C. (2020). ‘Who Is The Self That Teaches?” The Importance of Contemplation in The Age of Covid-19. TEC, 24, 2, 28-29.
  • Farrell, T.S.C. (2020) Professional development through reflective practice for English-medium instruction (EMI) teachers, International Journal of Bilingual Education and Bilingualism, 23:3, 277-286, Professional development through reflective practice for English medium instruction EMI teachers
  • Farrell, T.S.C. (2020). The ‘Look”: Reflecting on classroom observation. TEC, 24,3, 30-31.
  • Farrell, T.S.C. (2020). The importance of critical reflective practice in TESOL. TEC, 24, 1: 34-35.
  • Farrell, T.S.C. (2019). Standing on the shoulders of giants: Interpreting Reflective Practice in TESOL. IJLTR, 7, 3: 1-14.Farrell RP
  • Jacobs, G. M. & Farrell, T.S.C. (2019).  Two Heads Are Better Than One, But Are 59 or 599 Heads Better Than Two?: Implications for Second Language Education. Beyond Words: A Journal On Applied Linguistics & Language Education, 7, 2: 61-70.Jacobs & Farrell 2019
  • Farrell, T.S.C. (2019). Developing a school culture of reflection. TEC, 23, 4: 28-29.
  • Cirocki, A. Farrell, T.S.C. (2019).  Professional Development of Secondary School EFL Teachers: Voices from Indonesia. System 85, 102111
  • Farrell, T.S.C. (2019). “I Don’t Teach Language I Teach Physics”: Reflecting on English-Medium Instruction (EMI). TEC, 23, 2, 24-25.
  • Farrell, T.S.C. & Yang, D. (2019). Exploring an EAP Teacher’s Beliefs and Practices Teaching L2 Speaking: A Case Study. RELC Journal, 50, 1, 104-117.farrell-yang-2019-exploring-an-eap-teacher-s-beliefs-and-practices-in-teaching-l2-speaking-a-case-study
  • Farrell, T.S.C. (2019). ‘My Training Has Failed Me’: Inconvenient Truths About Second Language Teacher Education (SLTE). TESL-EJ, 22, 4: 1-16.My training failed me Farrell 2019
  • Farrell, T.S.C., & Guz, M. (2019). ‘If I Wanted To Survive I Had To Use It’: The Power of Teacher Beliefs on Classroom Practices. TESL-EJ, 22, 4: 1-17.Farrell Guz 2019
  • Farrell, T.S.C. & Kennedy, B. (2019). A Reflective Practice Framework for TESOL Teachers: One Teacher’s Reflective Journey. Reflective Practice, 20,1: 1-12.farrell kennedy 2019 RP
  • Farrell, T.S.C. (2019). Eight Essential Characteristics of “Student-Centered” Instruction. TEC, 23, 1, 24-25.
  • Farrell, T.S.C. (2018). Professional development for language teachers: More higher education? TEC, 22, 4, 26-27.
  • Farrell, T.S.C. (2018). Operationalizing reflective practice in second language teacher education. Journal of Second Language Teacher Education, 1, 1, 1-20. farrell SLTE 2018
  • Farrell, T.S.C. (2018). Teacher evaluation through reflective practice. TEC, 22, 3, 28-29.
  • Farrell, T.S.C. (2018). Educating Second Language Teachers. ELT Journal.
  • Farrell, T.S.C. (2018). Online Reflective Practice For TESOL Teachers. Teaching English Connections, 22, 1: 24-25.
  • Farrell, T.S.C. & Vos, R (2018). Exploring the Principles and Practices of Teaching L2 Speaking: Importance of Reflective Practice. IJLTR, 6, 1, 1-15. Farrell Vos 2018
  • Farrell, T.S.C. (2017). Classroom-oriented research: Why teachers matter. The English Connection, 21, 4: 26-27.
  • Farrell, T.S.C. -with Cirocki, A, (2017). Reflective practice for the professional development of TESOL practitioners. The European journal of applied linguists and TEFL, 6, 2: 5-24.RP special
  • Farrell, T.S.C. (2017). “Prob with reflective practice is that it often ends up in the teacher’s head, not shared”: Reflecting on TESOL Twitter Bites! Teaching English Connections, 21, 2: 26-27.
  • Farrell, T.S.C. (2017). Language Teacher Research: Enlightenment or Academic Terrorism? Teaching English Connections, 21, 1: 29-30TEC 21-2 Thomas SC Farrell teacher research
  • Farrell, T.S.C. (2016). TESOL, A Profession That Eats Its Young: The Importance of Reflective Practice in Teacher Education. IJLTR, 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, 12-19farrell transition 2016
  • Farrell, T.S.C. (2016).’Who I am is how I teach’: The mindful teacher. Teaching English Connections, 20, 2: 6-7.
  • Farrell, T.S.C. (2016). Review: Teacher-Researchers in Action. Teachers Research!  ELT Journal, 70, 3, 352, 355. Farrell 2016
  • Farrell, T.S.C. (2016). Contemplative Practice: From Letting Go To Letting Come. Teaching English Connection, 30,1: 8-9.
  • 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. IJLTR, 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): 11–25: farrell 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. IJLTR, 1(1), 79-89. Farrell
  • 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 ELTJ 2009
  • 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 ELTJ 2008
  • 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 MLJ 2006
  • Farrell, T.S.C (2006). Learning to teach English language: imposing order. System, 34/2, 211-221Farrell system 2006
  • 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 octopusFarrell, 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.Farrell Teaching and teacher ed
  • 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.Tailoring Reflection to Individual Needs A TESOL case study
  • Farrell, T.S.C. (2001). Critical Friendships: colleagues helping each other develop. ELT Journal, 55, 368-374.Farrell ELTJ 2001
  • 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, 157-172.1999 – Reflective practice in an EFL teacher development [retrieved_2023-01-17]
  • 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

20 Free Articles

The Reflective Practice column, was a column penned by reflective practice guru Dr. Thomas S.C. Farrell of Brock University For Korea TESOL. This highly insightful series consists of 20 articles appearing the The English Connection in the 2015-2020 time period. Reflective Practice TEC 19.4-24.4 (2015-2020)_0