Teaching with Intentionality: Language Educators as Transformative Intellectuals and Reflective Practitioners


  • Dr. David L. Chiesa University of Georgia
  • Dr. Robert A. Griffin University of West Georgia https://orcid.org/0000-0002-3128-7687
  • Abdulsamad Y. Humaidan University of Illinois Urbana-Champaign
  • Ethan T. Trịnh Georgia State University




The fall 2022 issue of GATESOL Journal provides its readers with insights into how language educators could create meaningful learning experiences for their students. The papers are connected with the core idea that language educators are vested in intentionally using pedagogical approaches that could have an impact on how and what students are learning. The papers position language educators as both transformative intellectuals (i.e., educators who strive not only for educational advancement but also personal transformation) and reflective practitioners (i.e., problem-solvers possessing “the ability to look back critically and imaginatively, to do cause-effect thinking, to derive explanatory principles, to do task analysis, also to look forward, and to do anticipatory planning” [Kumaravadivelu, 2003, p. 10]). This issue will showcase teachers’ intentions through their roles as transformative intellectuals and reflective practitioners.

Author Biographies

Dr. David L. Chiesa, University of Georgia

Dr. David L. Chiesa is a Clinical Assistant Professor in the Language and Literacy Department at the University of Georgia; email [email protected].

Dr. Robert A. Griffin, University of West Georgia

Dr. Robert A. Grifin is an Assistant Professor of Literacy and TESOL Education in the Department of Literacy and Special Education at the University of West Georgia; email [email protected] (https://orcid.org/0000-0002-3128-7687).

Abdulsamad Y. Humaidan, University of Illinois Urbana-Champaign

Abdulsamad Y. Humaidan is a Lecturer in the Department of Linguistics at the University of Illinois Urbana-Champaign, Champaign, IL. He is currently pursuing a Ph.D. in Language, Literacies, and Culture/TESOL at Southern Illinois University, Carbondale, IL; email [email protected].

Ethan T. Trịnh, Georgia State University

Ethan T. Trịnh (they/them) is a Vietnamese, queer, immigrant, TESOL teacher educator, and researcher who is teaching and pursuing their doctorate at Georgia State University, Atlanta, GA; email [email protected].


Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. Yale University Press.

Test, D. W., Fowler, C. H., Wood, W. M., Brewer, D. M., & Eddy, S. (2005). A conceptual framework of self-advocacy for students with disabilities. Remedial and Special Education, 26(1), 43–54. https://doi.org/10.1177/07419325050260010601

Teaching with Intentionality (Chiesa et al., 2022)




How to Cite

Chiesa, D. L., Griffin, R. A., Humaidan, A. Y., & Trịnh, E. T. (2022). Teaching with Intentionality: Language Educators as Transformative Intellectuals and Reflective Practitioners. GATESOL Journal, 32(2), 1–2. https://doi.org/10.52242/gatesol.178



From the Editor(s)