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While resilience has become a buzzword across many helping professions, research on language teacher resilience is still in its early stages, with much yet to be explored about how teachers, particularly those new to the profession, navigate challenges and sustain themselves in their teaching careers. To help bridge this gap, I draw on insights from my PhD dissertation, which examined the experiences of early-career English as an Additional Language (EAL) teachers in Ontario, Canada, focusing on how they built early-career resilience (Chen, 2023). Synthesizing these findings, this article introduces the what, why, and how of early-career teacher resilience: What does teacher resilience mean? Why is it important to pay attention to it now more than ever? And how might new teachers begin to build and sustain it?  Continue Reading →