A Word from the Editors

In the first article, "The Use of Digital Tools in French as a Second Language Teacher Education in Ontario," Taylor Boreland, Heather Lotherington, Brittany Tomin, and Kurt Thumlert examine how FSL teacher candidates (TCs) in Ontario whose practiceteaching experiences were affected by COVID-19 used digital practices, devices, and tools for both social communication and French language teaching and learning. In the second article, entitled "Becoming a Teacher of Culturally and Linguistically Diverse Learners: A Future Content-Area Teacher's Professional Identity Construction through Online Coursework," Jessica McConnell, Zhongfeng Tian, and Bedrettin Yazan present a qualitative case study of one Hispanic teacher's identity construction in a preservice teacher education program in the southwestern United States. Data were collected in a course designed to help pre-service teachers develop knowledge and skills to support linguistically and culturally diverse students in content area K-12 classrooms. Basing their analysis on two corpora consisting of 286 episodes from 14 different programs, the authors report the various vocabulary sizes needed to reach the different levels of word knowledge and state that both scripted and unscripted television programs have potential for incidental vocabulary learning of words from the 2,000- to 9,000-word levels.