This case study explored the emotions, narrations, and actions of three first-year English as a foreign language (EFL) teachers to identify the factors that influenced their adaptation and how their emotions reflected their needs for professional development. Data were collected from teacher participants' reflective journals and two…

Purpose: The purpose of this study was addressing the goal of the intervention to increase instructional capacity in a high-need district for English Learners (ELs). Design/methodology/approach: This design-based research examined a cohort of K-12 general education classroom teachers and the impact of professional development (PD). The…

Grounded in Vygotskian sociocultural theory, we propose a novel methodology for second language teacher cognition research called "dialogic restorying." We exemplify this methodological innovation by presenting a qualitative longitudinal project in which we prompted L2 teachers to revisit and restory what Veresov (2017) calls…

Many teachers of English aspire to study in anglophone countries, especially at postgraduate level, as a means to support their own professional development. While the overt interest lies in acquiring cutting-edge theories in ELT to improve their classroom practices, a sojourn abroad is also valued as a cultural and linguistic immersion in the…

Purpose: Teaching in English-medium education (EME) requires mastery of content and ability to teach in a multilingual setting, but also pedagogical expertise and didactic agility. However, there is an apparent lack of proper training of EME teachers, who are typically experts of their field, but not necessarily equipped to design and implement…

Research on second language (L2) writing tends to focus much more on student learning of writing than teachers' teaching and learning of the teaching of writing. While a few studies have considered the influence of formal education on teachers' L2 writing instruction, such as by examining the changes in teacher beliefs and practices across one…

Communities of practice have taken a firm foothold in the second language teaching profession due to their promise of enabling participants to self determine their professional development needs and, through peer mentoring, achieve their goals. This article provides a rationale as to why the model is particularly well suited to teacher…

In this article, we present findings from our qualitative, self-study research on the development and implementation of two course assignments (community asset maps and oral histories) designed to support practicing teachers' praxis in working with English learner (EL) students within the context of family and community engagement. Providing an…

Teacher professional development (TPD) is regarded as crucial to fostering teacher improvement. Recent calls for the internationalization of teacher education and professional development, including teachers undertaking courses taught abroad, have enhanced the scope of TPD opportunities. Yet, little is currently known about how such international…

This article reports on a mixed-methods research study in five English Language Teaching Master's programs in Colombia. The purpose was to identify trends in research techniques, curricular and pedagogical interventions that MA candidates and alumni dealt with in their theses. This study identified prevalent research methods, techniques, and…

This volume demonstrates how various methodologies and tools have been used to analyze the multidimensional, dynamic, and complex nature of identities and professional development of language teachers in digital contexts that have not been adequately examined before. It therefore offers new understandings and conceptualizations of language teacher…

This paper examines how in-service teachers enrolled in an MA in TESOL program demonstrated critical language awareness (CLA) as they designed and implemented ethnographic action research projects anchored in funds of knowledge. The action research project aimed to introduce teachers to school-based ethnographic research and to provide an…

Intensive English programs (IEPs) have traditionally been central actors in promoting teacher professional development, curricular innovations, and applied linguistics and second language acquisition research. Yet at the same time, the programs are also central actors in neoliberal linguistic commodification. This article demonstrates how…

Based on video recordings of five pre-k to grade 4 Chinese dual-language bilingual education (DLBE) teachers' classroom instruction, this article examines the Chinese DLBE teachers' target and first language use and pedagogical moves during their processes of learning to teach in immersion schools in the US. Conversational analyses of classroom…

This paper applies a critical lens to a Master's degree program in education in one University in Norway and its stated aim of promoting critical skills in students from the global south in particular. Two groups of students, one an international mix in Oslo, and the other, South Sudanese students studying in Hawassa, Ethiopia, were compared. The…