What kind of knowledge informs the practice of English teachers? Recent policy developments, in England and elsewhere, have sought to specify a knowledge base for teachers. Drawing on case studies produced by pre-service English teachers, this essay explores the complex, multifaceted and situated character of the knowledge that teachers develop in…

Language learning happens across many sites of social interactions; those scarred by injustices, conflicts and structural violence as well as those characterized by conviviality of human encounters and acts of welcoming the stranger. This article outlines new directions for language teacher education in this age of ambiguity. I propose that its…

Inspired by the recognition of teachers and teacher learning in the knowledge base and the calls for greater attention to the pedagogies and development of teacher educators, in this brief essay we posit that a deeper understanding of the teacher educator as scholar, as practitioner, as researcher, is critical to the LTE knowledge base.

The present article summarizes various aspects of teaching foreign languages to learners with dyslexia. In particular, although it is a matter examined broadly around the world, in Greece there are few references and limited research in this field. Furthermore, the lack of foreign language teachers' training in the field of specific learning…

Across the globe, several countries face challenges in teaching foreign language (FL) to students in general and to students with Special Educational Needs (SEN) in particular. In Arab-speaking countries, the challenges are doubled given the lack of a support system, the absence of adequate resources, the challenges associated with teaching FL in…

In this article, the notion of dissent refers to a more critical, ideological orientation to advocacy for and by TESOL professionals. The notion of domestication refers to identity-forming practices in the knowledge base of language teacher education (LTE) and in professional certification processes that potentially displace this critical…

The expansion of English teaching in state education systems places increasing demands on English language teachers and how they are trained. A major thrust of these efforts has focused on improving teachers' English language proficiency. This expectation is manifested in policy and pedagogical directives that teachers "teach English in…

There is a longstanding recognition in the field of language education that teachers must continually shape and reshape their knowledge of teaching and learning throughout their careers (Farrell, 2015). Much of a teacher's early knowledge is developed initially in teacher education programs, and then through teaching experiences and…

As they complete their teacher education degrees, Graduate Teachers should possess knowledge and skills to plan for, and manage, learning programs for their students. Their graduate competencies include designing lessons that meet the requirements of curriculum, assessment and reporting. As they embark on a teaching career that moves them forward…

Canada welcomes around 24,000 refugees annually (Citizenship and Immigration Canada 2015; 2016). Many adult learners with refugee experiences join English as an Additional Language (EAL) classes every year, whether these classes be federally or provincially funded. These adult learners with refugee experiences bring to EAL classes varied…

This article aims to present examples of trainer talk that scaffold trainee teachers' understanding of teaching in a post-observation feedback session. Previous research into scaffolding in a teacher training context describes scaffolding at a technique or strategy level, without describing how, in linguistic terms, the trainer can support and…

In this webinar, Dr. Carol Tomlinson of the University of Virginia presented the research base supporting the practice of differentiation and described the characteristics of effective differentiation. She led a discussion of how quality preparation can build and strengthen teachers' knowledge and skills in implementing differentiated instruction…

The globalization of society and the dynamic role of education in it have given impetus to the development of this document. The globalization of society and economy are manifested in increasing mobility, introducing multicultural and multilingual diversity within national borders and consequently within the student and teacher population. Today's…

This article aims at absorbing the pronunciation teachers task and how much phonology should teachers know. Teachers and future teachers need a well-rounded concept of the phonology of the language they are going to teach and the native language of learners. Emphasis must be placed on the understanding of language as a system of rules and as a…

Content-based instruction (CBI) is not a new term for foreign language teachers. By some accounts, CBI has been employed since the ancient Akkadians adopted Sumerian as the medium of instruction to educate their young in science and religion (Mehisto, Frigols, and Marsh 2008, 9). In the modern era, content-based approaches to language instruction…