The current case study probes two international language teachers' perspectives on the role culture plays in their perception of an effective language pedagogy through their personal practical knowledge narratives from a cultural ecological standpoint. To do this, two language teachers from two different cultural backgrounds (Iran and Japan) were…

Purpose: Second and foreign language (SL/FL) teachers' informal problem-solving has received little explicit research attention while it is widely acknowledged that problem-solving is crucial to expertise development in any complex knowledge domain. To develop a clearer understanding of the role of informal problem-solving in SL/FL teachers'…

Language teachers' assessment literacy has been a much debated subject in the educational arena recently. Teachers' assessment knowledge base and skills, important aspects of their assessment literacy, have been extensively investigated at the school level; however, the research on this subject in the tertiary EFL context remains underdeveloped.…

The contemporary era of learning-oriented assessment (LOA) demands teacher professional efforts to appropriately and accurately assess learners' attainment and use the assessment results for the enhancement of learning. In second/foreign language (L2) discipline, this has recently brought language assessment literacy (LAL) to the forefront,…

The Ministry of Education has organized the teacher training--Boot Camp--to improve teachers' English proficiency and teaching methodology. Therefore, this study was conducted to investigate the extent of primary school English teachers' application of knowledge/skills obtained from Boot Camp to their classroom teaching practices and factors that…

Situated in the Vietnamese context, this article argues that rather than sideline knowledge of learners in favour of subject matter knowledge and pedagogical content knowledge as the basis of the knowledge base of LTE, prominence should be given to knowledge of learners if teachers' competence to teach responsively is desired.

This article is a scale development study aimed at developing valid and reliable scales to understand English language teachers' knowledge about and attitudes towards plurilingualism and interculturalism. It is a descriptive survey model of quantitative research. During the scale development phase, literature review was conducted to develop the…

Writing competence holds an important place in the language development of multilingual writers, and it is regarded as the gatekeeper for ELLs' academic success and advancement to higher-level courses. It is essential that all teachers, not just the English as a Second Language (ESL) teachers, recognize themselves as teachers of linguistically and…

This article explores the kinds of teacher knowledge promoted in TESOL-related curriculum standards in five jurisdictions (Australia and England at the national level, New York City and New York State in the United States, and Ontario, Canada, at the subnational level). Such documents are increasingly important in defining, and potentially…

While it is generally recognized that teacher research can be a very beneficial form of continuing professional development (CPD), there is still relatively limited research available on the impact this activity has on teachers' self-efficacy beliefs, which are of interest to educational psychologists because, while being open to constant change,…

The purpose of the present study is to determine the extent to which pre-service Turkish Language and Literature teachers possess summarizing skill. Answers to the following questions were sought in the study: What is the summarizing skill level of the pre-service Turkish Language and Literature teachers? Which of the summarizing rules are…

The present study examined the knowledge and skills of basic language constructs among elementary school teachers who were teaching English as a Foreign Language (EFL) in China. Six hundred and thirty in-service teachers completed the adapted Reading Teacher Knowledge Survey. Survey results showed that English teachers' self-perceived ability to…

This article reports on two studies using "Language Muse[superscript SM]" (LM), a web-based, teacher professional development (TPD) application designed to enhance teachers' linguistic awareness and to support teachers in the development of language-based instructional scaffolding for English language learners (ELL). In Study 1,…

This paper offers a chain of evidence collected to identify and verify the domain of teacher knowledge and skills required to teach ELLs content effectively in mathematics, science, reading/English language arts, and social studies. We initially assessed this domain through a review of literature and state standards for nonspecialized teacher…

This study inquires into whether prospective English language teachers consider the central exam, KPSS (The Selection Examination for Professional Posts in Public Organizations) valid to select and recruit English language teachers, and what suggestions they have concerning the improvement of the exam. The findings indicate that the majority of…