With this issue, we are privileged to begin our term as Co-editors of the TESL Canada Journal. We are grateful to Dr. Marian Rossiter for her expertise and dedication as Editor for the past six years. She has been a great support as we transition into our new roles. We thank her for soliciting the articles presented in this issue and for providing a strong foundation for us to move forward.

We would also like to thank the interim executive board of the TESL Canada Federation for their continued support of the journal. This has been a year of transition for the journal's sponsoring organization, TESL Canada, as it undergoes a period of restructuring in order to respond to members' needs and broader developments in the field of language teaching in Canada.

In This Issue

In the first article, An EAP Program and Students' Success at a Canadian University, Keefe and Shi report on a study addressing a current concern regarding students preparing for university study by participating in EAP programs. In this small-scale study, they explore the perspectives of students and highlight diverse contributions of the EAP experience to student success in higher education.

Shvidko continues a focus on the students' voice. In the article, Learners' Atitudes Toward "English-Only" Institutional Policies: Language Use Outside the Classroom, Shvidko examines "English-only" institutional policies. This study highlights the learners' voices and their views of these policies and practices in the classroom. Of particular interest in this article is the role of English outside the classroom and how students responded to this policy in that context.

The third article, Comparing the Effectiveness of Processing Instruction and Production-Based Instruction on L2 Grammar Learning: The Role of Explicit Information, presents a quasi-experimental study in which authors Soruc, Qin, and Kim explore the role of explicit information in L2 grammar learning and teaching. Drawing on a body of literature examining processing models concerned with the relative roles of input and output, the authors' research responds to questions about the role of grammar explanation in the classroom.

In the fourth article, A Three-Stage Model for Implementing Focused Written Corrective Feedback, Chong draws on a rich overview of research findings about writen corrective feedback and proposes a multistage approach to support planning and guide teachers in making decisions about how and when to provide corrective feedback on writing.

This issue culminates with Tracey Derwing's plenary address delivered at the TESL Canada Conference in June 2017. In this plenary, titled The Ins and Outs of ESL in Canada: How the Past Can Inform the Future, Derwing leads us through some developments in the field of language teaching in Canada and the formation of TESL Canada Federation as a national voice for ESL practitioners.

In closing, we would like to acknowledge the many reviewers and authors who have contributed their expertise and time to the TESL Canada Journal over the years. Among them, we wish to pay tribute to Nicholas (Nick) Elson who passed away on September 19, 2017. Nick was a great supporter of the field of ESL and an advocate for ESL teachers. He served as President of TESL Canada in 1982, overseeing the commitee that first founded the organization, and establishing a national voice for ESL practitioners. He also contributed to the development of the Canadian Language Benchmarks and other initiatives in the field. As Professor Emeritus in ESL and Applied Linguistics at York University, he continued to be a great mentor whose broad vision and insight helped guide individual teachers and scholars.

Our next issue, Formulaic Language in English Language Acquisition and Teaching, is guest edited by Dr. David Wood, Associate Professor in Applied Linguistics & Discourse Studies at Carleton University. It will soon be available online, and we expect you will enjoy it and find it valuable.

Farahnaz Faez

Antonella Valeo

Un mot des editrices

Nous avons le privilege de debuter, avec ce numero, notre mandat en tant que coeditrices de la Revue TESL Canada. Nous sommes reconnaissantes envers Madame Marian Rossiter pour son expertise et son engagement comme editrice au cours des six dernieres annees. Elle a ete d'un immense appui pendant notre transition vers nos nouveaux roles. Nous la remercions d'avoir sollicite les articles presentes dans ce numero et de nous avoir fourni une base solide nous permetant d'aller de l'avant.

Nous tenons egalement a remercier le comite executif par interim de la Federation TESL Canada du soutien continu qu'il offre a la revue. Cete annee en a ete une de transition pour TESL Canada, l'organisme subventionnaire de la revue, qui est en restructuration de sorte a repondre aux besoins des membres et a l'evolution globale du domaine de l'enseignement des langues au Canada.

Dans ce numero

Dans le premier article, An EAP Program and Students' Success at a Canadian University, Keefe et Shi presentent une etude portant sur une preoccupation actuelle, celle des etudiants qui se preparent a suivre des cours universitaires en participant aux programme d'anglais academique. Avec leur etude a petite echelle, elles explorent les perspectives des etudiants et soulignent les diverses facons dont les programmes d'anglais academique contribuent a la reussite universitaire des etudiants.

Shvidko poursuit le theme axe sur les opinions des etudiants. Dans son article intitule Learners' Atitudes Toward "English-Only" Institutional Policies: Language Use Outside the Classroom, Shvidko examine les politiques institutionnelles d'unilinguisme anglais. L'etude met l'accent sur les opinions et les perspectives qu'ont les etudiants face a ces politiques et ces pratiques en salle de classe. Un element suscite un interet particulier, celui du role de l'anglais en dehors de la salle de classe et la reaction des etudiants a cete politique dans le contexte donne.

Le troisieme article, Comparing the Effectiveness of Processing Instruction and Production-Based Instruction on L2 Grammar Learning: The Role of Explicit Information, presente une etude quasi-experimentale dans laquelle les auteurs Soruc, Qin et Kim explorent le role de l'information explicite dans l'enseignement de la grammaire en L2. S'appuyant sur un corpus d'ouvrages touchant les modeles de traitement et les roles relatifs entrees-sorties, cete recherche eclaire le role de l'explication de la grammaire en classe.

Dans le quatrieme article, A Three-Stage Model for Implementing Focused Writen Corrective Feedback, Chong s'appuie sur un riche apercu des resultats de recherche sur la retroaction corrective ecrite pour proposer une approche a trois etapes qui appuie la planification et guide les enseignants dans leur prise de decisions relatives a la facon d'offrir de la retroaction corrective ecrite et aux meilleurs moments de le faire.

Le numero se termine avec le discours plenier de Tracey Derwing prononce lors de la Conference TESL Canada en juin 2017. Pendant le discours intitule The Ins and Outs of ESL in Canada: How the Past Can Inform the Future, Derwing nous explique quelques evenements de l'evolution du domaine de l'enseignement des langues au Canada et de la formation de la Federation TESL Canada en tant que porte-parole national des enseignants d'ALS.

Pour terminer, nous aimerions reconnaitre tous les examinateurs et les auteurs qui ont donne de leur expertise et de leur temps a la Revue TESL Canada au cours des annees. Nous tenons particulierement a rendre hommage a Nicholas (Nick) Elson qui est decede le 19 septembre 2017. Nick etait un grand partisan du domaine de l'ALS et un defenseur des enseignants d'ALS. Il a ete president de TESL Canada en 1982 et a supervise le comite qui a fonde l'organisation et etabli un porte-parole national pour les enseignants d'ALS. Il a egalement contribue au developpement des niveaux de competence linguistique canadiens ainsi qu'a d'autres initiatives du domaine. En tant que professeur emerite d'ALS et de linguistique appliquee a l'Universite York, il a continue a etre un grand mentor dont la vision elargie et la perspicacite ont guide des enseignants et des chercheurs.

Notre prochain numero, Formulaic Language in English Language Acquisition and Teaching, a pour editeur invite Monsieur David Wood, professeur associe en linguistique appliquee et analyse du discours a l'Universite Carleton. Il sera bientot disponible en ligne et nous croyons que vous saurez l'apprecier.

Farahnaz Faez

Antonella Valeo

http://dx.doi.org/10.18806/tesl.v34i2.1259