PUBLICATIONS

In January 2026, Nigel Caplan, professor in the English Language Institute, published as a co-author a peer-reviewed journal article in Teaching and Teacher Education. The article resulted from research conducted by Bita Moradi, a PhD candidate in the UD School of Education, whose dissertation committee Dr. Caplan serves on, and is titled “A mixed-methods study on the role of a professional development program in shifting teaching self-efficacy, confidence, practices, knowledge and need for support of K-12 educators teaching multilingual learners.” The article demonstrates the impact of coursework leading to certification as a Teacher of English learners on K-12 teachers in Delaware schools. The project is funded by a National Professional Development grant from the U.S. Department of Education. The link above will work for 50 days for free access without a library subscription.

In December 2025, Adil Bentahar, associate professor in the English Language Institute, co-authored a peer-reviewed journal article in ELT Journal. The article was titled “Moroccan EFL teachers’ experiences with the 2023 Al-Haouz earthquake.” Its quantitative findings highlight teachers’ dual roles as educators and emotional caregivers and underscore the urgency of integrating trauma-sensitive practices and social-emotional learning (SEL) principles into national teacher preparation and crisis recovery plans. The study contributes to growing discussions on teacher well-being, autonomy and resilience in disaster-affected educational contexts.

In December 2025, Chad Davidson, academic development specialist in the English Language Institute, co-authored a peer-reviewed journal article in Language Teaching and Educational Research. The article, which was titled “Exploring Spontaneous Acts of Lightheartedness in EFL Classrooms: A Reflective Duoethnography,” explores spontaneous acts of lightheartedness in language learning environments. The aim of this research is to introduce the concept into the literature and provide a first glimpse understanding of its impact in face-to-face and online English as a Foreign Language classes.

In November 2025, Cheryl Ernst, director of the ELI, published a peer-reviewed chapter titled “English Language Programs as Facilitators of Soft Diplomacy” by STAR Scholars Press in the edited volume, Innovations in International Student Enrollment: Global Strategies, Digital Transformation, and Emerging Perspectives. The chapter presents a practitioner-oriented perspective on the role of English language programs (ELPs) in promoting students’ growth beyond English while enhancing their study-abroad experience by highlighting the soft diplomacy skills developed through ELPs.

In November 2025, Adil Bentahar, associate professor in the English Language Institute, published a peer-reviewed journal article in the TESOL Journal. The article, which was titled “Using Integrative Extended Reading: An Innovative Approach to Improve Reading Engagement among Multilingual Learners of English,” examined the benefits of extended reading, as an approach that can improve reading proficiency for less motivated students who may find it challenging to engage actively with traditional extensive reading activity. The article ends with specific considerations for effective reading instruction in the language classroom worldwide.

In November 2025, Adil Bentahar, associate professor in the English Language Institute, published a co-authored peer-reviewed journal article in Policy Futures in Education. The article, which was titled “Experiencing the “Spread Policy” of English: An Instance of a U.S.-funded Program,” qualitatively examined  the experiences of a group of Moroccan participants (students, teachers, and administrators) in the English Access Microscholarship Program (Access), specifically focusing on what they recalled as the main cultural elements imparted by the program through its contents and activities, and their reactions to these elements. The authors argue that sociocultural awareness is needed on the part of not only the audiences of programs such as Access but also English language policy makers, teachers, and learners around the non-Anglophone world in general.

In November 2025, Adil Bentahar, associate professor in the English Language Institute, published a peer-reviewed journal article in The Electronic Journal for English as a Second Language [TESL-EJ]. The article, which was titled “Exploring Instructors’ attitudes toward Extensive Reading in language Programs,” presents the results of a mixed-methods study documenting the attitudes of instructors representing the University and College Intensive English Program (UCIEP) consortium’s 66 members toward extensive reading. This research supports the view that ER should be a required component of reading-writing instruction in language programs, and strategically designed professional development can help educate and change the views of instructors new to language programs and/or new to ER.

In September, 2025, Adil Bentahar, associate professor in the English Language Institute, co-authored a peer-reviewed journal article in The Reading Matrix. The article, which was titled “Back to the physical classroom: What changed in IEP reading instruction in the wake of the COVID-19 pandemic?,” presents qualitative findings that demonstrate, among others,  increased integration and acceptance of online tools in face-to-face settings and varied engagement challenges. This research responds to the ongoing changes typical of reading instruction by providing insight into the opportunities presented by and potential pitfalls of the transition. The article was not in print, however, due to journal closure.
 

OTHERS

In September 2025, Nigel Caplan, professor in the English Language Institute, was interviewed for the UD Partnership in Public Education's Evidence for Education podcast. The episode, "Equity in Every Language," discusses results from Project DELITE (Delaware English Learners' Impact on Teacher Education), a National Professional Development grant from the U.S. Department of Education.