Response to Khodi
Relational Safety, Language, and Identity in Tesol Contexts
Bibliographic Data
| ID | 21400427 |
|---|---|
| Authors | Sally Rachel Cook (0000-0002-2656-802X, Honorary Research Fellow, Birkbeck University of London London UK, corresponding author), Jean-Marc Dewaele (0000-0001-8480-0977, VIZJA University Warsaw Poland) |
| Year | 2026 |
| Volume | 60 |
| Issue | S1 |
| Publication date | 2026-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tesq.70104 |
| OpenAlex | W7154149622 |
| Language | EN |
This response engages with Khodi's commentary on relational safety in TESOL classrooms. We clarify that our study does not propose replicating therapeutic communities, but highlights how language, emotion, identity, and context become intertwined in relationally safe environments. We argue that a later‐learned language can function as an embodied linguistic space, enabling the renegotiation of self with some distance from trauma. We also point to ongoing teacher development workshops exploring how these insights can inform pedagogical practice
Context (archaeology) · Context effect · Embodied cognition · Function (biology) · Identity (music) · Point (geometry) · EFL/ESL Teaching and Learning · Language Development and Disorders · Multilingual Education and Policy
| Citation velocity | historical |
|---|---|
| Highly cited | No |