Language educators play a significant role in either challenging or perpetuating ideologies in the classroom, curriculum, and profession. Due to the historically persistent ideological positioning of Latinx/Hispanic and Spanish-speakers in the United States and the lack of professional preparation for educators working with these populations, this…

This study was designed to understand the multi-layered aspects and conflicts that shaped the identity development of English language pre-service teachers in Chile. This longitudinal, multiple case study research investigated the identity trajectories of seven EFL Chilean pre-service teachers over an 18-month period. Data were drawn from a range…

Internationally, there is increasing interest in the value of incorporating core practices into second language (L2) teacher education programs. This article reports on a research project that investigated how a set core practices are integrated into the Methods courses and practicums in Chilean language teacher education programs for English as a…

In this paper, we bridge fields of English as a Second Language, Bilingual, and World Language teacher education through curricular innovation in methods coursework for future Chinese language teachers. We apply a language curricularization framework to analyze theoretical, ideological, political, and contextual factors underlying connections and…

Previous research has explored the possibility of changing preservice teachers' beliefs and has examined the role of methods courses and field experiences in shaping their pedagogical views. This study uncovers the beliefs of preservice Spanish teachers by examining how they evaluate a lesson at the beginning and end of a methodology course and…

Translanguaging pedagogies support student writers in expressing themselves using their full language repertoires, writing for authentic audiences, and connecting to their identities. However, many teachers, particularly those who identify as "monolingual" and teach in English-medium classrooms, may not know how to introduce…

Service learning can enhance prospective teachers' instructional practice through designing English lessons and tasks for real purposes based on the local context. This study analysed 31 Taiwanese EFL undergraduates' lesson designs and implementations of contextualized language instruction as service learning in a language teacher education…

The study's objectives were to determine how students' capacity of autonomy and its influencing factors promote student autonomy in online learning during a pandemic. It was a qualitative design, and the participants were twenty-five students enrolled in an English Language Teaching Methods course at one of Indonesia's public universities, in…

This article reports an empirical study on embedding digital literacies in the language teacher education curriculum with pre-service and in-service teachers enrolled in a graduate-level language teaching method course. Two different types of technology-mediated collaborative tasks were implemented, one being collaborative reading for writing…

This qualitative case study presents findings from research focused on the preparation of elementary teacher candidates (TCs) and the instruction of English learners (ELs) in the general education classroom. Set within the context of a literacy methods course on second language acquisition, this inquiry goes on to explore the influence of such…

Flipped learning is a pedagogical approach, which suggests the allocation of class time for knowledge application activities and the learning of basic knowledge via lecture videos or assigned readings outside of class. Based on these premises, it may emerge as a strategic fit for practice-based courses in initial teacher education programmes. With…

This edited book brings together documented evidence and theoretical propositions on the essential mediating role of digital technology in L2 teacher education and professional development. Topics range from technological affordances in teacher education, to challenges and responses to emergency transition from face to face to virtual professional…

Plurilingual approaches to pre-service teacher education hold promise for critical engagement with linguistic, cultural, and racial diversity in equity-supportive ways. Employing critical action research, we as teacher educators implemented an equity-oriented plurilingual approach across three literacy methods courses for pre-service elementary…

Although the effectiveness of computer-mediated collaborative writing (CMCW) is confirmed by many recent studies, only a few have investigated whether linguistic knowledge and writing skills learned through collaboration can be internalized and transferred to individual writing. This study uses a pre-and post-test design to investigate the impact…

Although the number of emergent bilinguals (EBs), also known as English language learners (ELLs) in U.S. K-12 schools is growing at an increasing rate, K-12 mainstream teachers remain predominantly white and monolingual and receive little training for working with such learners. In addition, many states mandate "English-only" policies…