Call for fostering an entrepreneurial mindset in TESOL in higher education A Response to Yu Jung Han’s “successfully flipping the ESL classroom for learner autonomy” (Vol. 2, No. 1, January 2015)

Abstract

Several articles published by the NYS TESOL Journal (e.g., Chen, 2016; Chu, 2017; Lachance, 2017) have
addressed language practice by showcasing “biliteracy,” “interlanguage,” or “translanguaging.” These
topics are important for bringing a deeper understanding of multilingual learners’ language repertoires.
Despite the significance of language/literacy practice, however, there seems to be less discussion on
encouraging multilingual learners’ creativity or innovative spirit in the process of language learning. One
article that attempts to deal with a more creative way of looking at language teaching is Han’s (2015)
article, “Successfully Flipping the ESL Classroom for Learner Autonomy,” in which she emphasizes the
significant development of ESL learner autonomy through a flipped classroom model. To promote
innovative teaching and learning practices and fill the niche in TESOL, this Reader’s Comment approaches
the global response to Han’s proposal by pushing the field into other directions, such as innovative and
“entrepreneurial” initiatives.