This article aims to broaden the scope of language teacher identity research by investigating the emotional demands on teachers-in-training and nonnative English-speaking teachers (NNESTs) in particular. We examined how our focal NNEST participant, Puja, was confronted with and successfully negotiated numerous emotional challenges in her first…

An area of research that may shed light on the pressing problem of FL teacher attrition is emotion labor. Emotion labor (or emotional labour), a construct stemming from research in the fields of communication and psychology and focusing mainly on service professionals, has recently been taken up in education literature. Although student emotions…

This article explores the identities of a group of elementary teachers who participated in a professional development (PD) project on multilingual language learners. We study how the participating teachers drew on different aspects of their identities to respond to encouragement to increase their attention to students' diverse multilingual…

While there exists a considerable body of literature on task-based difficulty and second language (L2) fluency in English as a second language (ESL), there has been little investigation with French learners. This mixed methods study examines learner appraisals of task difficulty and their relationship to automated utterance fluency measures in…

This article takes the view that grammar is driven by user choices and is therefore complex and dynamic. This has implications for the teaching of grammar in language teacher education and how teachers' cognitions about grammar, and hence their own grammar teaching, might change. In this small, interpretative study, the participants--students on…

This article, grounded in a Vygotskian sociocultural perspective, details the self-inquiry of a language teacher educator who examined her "emotional dissonance" regarding her mediation of the reflection journals of a teacher learner teaching an ESL class during an internship. Data from the teacher learner's reflection journals and the…

Intercultural language teaching and learning has increasingly been adopted in state school systems, yet studies have shown that language teachers struggle to include it in their practice. The aim of this study is to use dynamic systems theory to examine how a German as a foreign language teacher in a New Zealand secondary school adopted a project…

It is widely accepted that teacher cognitions--what teachers know, think, and believe--play a significant part in teachers' decision-making processes. The present study investigated the specific cognitions that 74 Dutch undergraduate and postgraduate student teachers of English as a foreign language (EFL) had on grammar instruction and how these…

Understanding the relationship between teachers' use of language in teacher-led discourse (TLD; Toth, 2008) and opportunities for L2 development is a well-established area of SLA research. This study examines one teacher's role in creating such opportunities in TLD in her EFL classes in a state secondary school by examining the inner resources…

The policy of strict separation of languages for academic instruction dominates dual language bilingual education programming. This article explores the dynamic bilingual practices of two experienced bilingual teachers in a two-way dual language public school in Texas and contributes to current research problematizing language separation. Data…

This article reports on a study involving first-year modern foreign languages students enrolled in German degree courses at two major universities in the United Kingdom. It explores the experience of these students from a motivational angle. A longitudinal mixed-methods approach was employed in order to address the time- and context-sensitive…

Research on motivation in second language (L2) education has tended to focus on learning; this study took an alternative perspective, examining students' motivation to transfer L2 learning. Data were gathered through semi-structured interviews with 40 students who were enrolled in several sections of a university English-for-academic-purposes…

This study investigates the relationship among Japanese high school teachers' beliefs, their practices, and socioeducational factors regarding communicative language teaching (CLT). A multimethods approach was used consisting of a survey, interviews, and class observations. A Teacher Beliefs Questionnaire was sent to 188 randomly selected Japanese…

Task-based language teaching (TBLT) has been attracting the attention of researchers for more than 2 decades. Research on various aspects of TBLT has been accumulating, including the evaluation studies on the implementation of TBLT in classrooms. The evaluation studies on students' and teachers' reactions to TBLT in the online courses are starting…

This study examined Japanese language teachers' and learners' perceptions of corrective feedback (CF), focusing on the cases in which the learners responded to the teachers' CF. Data were collected from the second-year course of an Australian university for 1 semester by classroom observation and audio recording and stimulated recall interviews.…