In this article from the September 2019 issue of TESOL Quarterly, the authors present a study examining participants' transition from master's programs in three locations to language classrooms in China. Findings suggest interesting common experiences among these new teachers regardless of the context where their studies took place, including a sense of isolation and a "sink or swim" phenomenon. Implications and consequences are discussed in the context of the theory–practice nexus. 

TESOL Executive Director Christopher Powers shares details about an exciting project in Uzbekistan—English Speaking Nation: Secondary Teacher Training Program—that TESOL has begun working on with several other organizations. This program will improve the proficiency and pedagogic skills of English language teachers and, ultimately, improve English language outcomes among Uzbekistan public school graduates.