English language learner (ELL) students in K-12 schools in the United States need to develop both English language skills and content-area subject knowledge using English as the medium of instruction. As such, teacher education programs that specialize in K-12 ELL teaching are tasked with preparing teacher candidates to integrate language teaching…

English language teaching (ELT) professionals are integral to internationalization and globalization processes universities around the world are pursuing. In doing so, ELT professionals have become complicit with issues that relate to colonialism and imperialism. These issues continue to have a detrimental effect on our societies, keeping the…

Purpose: The present study examines the impact of an interdisciplinary case-based learning experience between pre-service speech-language pathology (SLP) and pre-service teachers from the teaching English to speakers of other language (TESOL) program. Method: Over the course of a semester, 34 SLP students built rapport, provided education,…

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…

This qualitative case study explores how two English language teachers from South Korea and Taiwan developed transcultural dispositions as they participated in a virtual professional development program. The study employed third space as a conceptual framework and the third generation of cultural-historical activity theory (CHAT-3rd) as an…

English learner (EL) students face the challenge of learning a new language while simultaneously learning other subjects. Similarly, English as Second Language (ESL) teachers have the added responsibility of teaching academic language in STEM subjects to EL students, in addition to language teaching. This article explores how a participant…

This volume brings together original papers from language education scholars from around the world to explore, exemplify, and discuss the multiplicity of boundary crossing in language education. It emphasizes the potential of boundary crossing for expansive learning, and aims to generate new insights, through boundary crossing, into the complexity…

Studies exploring grammar teaching in first and foreign language subjects in Scandinavia are very rare. In this article, we present findings from a focused ethnographic study (Gramma3, 2018-2019) of grammar teaching practices in the three major first and foreign language subjects at lower-secondary level (age 13-15) in Denmark: Danish L1, English…

People are increasingly aware that metacognition can help us solve problems more effectively. Scholars believe that students' metacognition can be facilitated by promoting the interplay between the unlimited long work memory for holding schemas and limited work memory for processing ongoing activities. In this study, a workshop designed teacher…

This study examines the meanings attributed to literature in language education by Finnish General Upper Secondary teachers of English as a Foreign Language. The study employs a phenomenological research design structured around the concepts of language education, literature and values in education. The phenomenological analysis examines five…

In the ever-evolving landscape of education, this paper explores the symbiotic relationship between Outcome-Based Education (OBE) and the English language curriculum, unraveling insights crucial for modern pedagogy. A comprehensive consolidation of literature reviews emphasizes the global recognition and adoption of OBE, highlighting its…

This article puts forth new ways of thinking about "becoming multilingual" in transnational and contemporary times by investigating the significance of multilingualism for multilingual student teachers enrolled in French language teacher education programs within the provinces of Alberta and Ontario. As more diversity is present in…

Much has been done on assessment literacy (AL) components and job demand-resources (JD-R). However, an interdisciplinary look at AL components as the predictors of JD-R and its possible consequences for the engagement and burnout of teachers' assessment performance has been neglected. To fill this gap, the present study explored this issue in the…

The rising emphasis for students to develop global and intercultural competence leads the purpose of this qualitative study to explore United States (U.S.)-based world language (WL) teachers' understandings and integration of intercultural competence (IC) in their language classrooms. The importance of this study was to add to the extant…

Grounded in the three-tiered transdisciplinary SLA framework of the Douglas Fir Group (2016), we explore how the concept of 'semiotic resources' may be integrated into CALL activity designs. Starting at the macro level, we discuss how language ideology may influence where to situate semiotic resources within initial design considerations. We next…