Addressing the perceptions and the preferences of the upper-secondary school students, teachers, parents and administrators of the native speaking (NS) and non-native speaking (NNS) English teachers as well as investigating the variables affecting these preferences and perceptions, this study explores whether or not the native speaker myth is…

In recent years, much research has shown that the first language (L1) is being used in the majority of foreign language classrooms. However, these findings have often failed to include secondary foreign language teachers and their teaching context. The current mixed-methods study explores Spanish teachers' use of and beliefs about first and target…

In the age of high stakes accountability, districts are being asked to provide and demonstrate academic achievement for all students including English Learners(ELs), who maybe also be identified as Emergent Bilinguals (EBs), or Culturally and Linguistically Diverse (CLD). This becomes increasingly challenging especially for small rural districts…

Through a case study of a first-language English teacher's approach to teaching writing, the significance of conceptual and affective beliefs about grammar for pedagogical practice is explored. The study explores a perceived dichotomy between grammar and creativity, examining a belief that attention to grammar is separate and secondary to the…

Although global initiatives have brought attention to the lack of quality in education systems worldwide; the question remains, how do we implement quality education? Teachers, a vital component of the education process, are not usually included in these global conversations; this results in government initiatives missing key obstacles faced by…

Team-based learning (TBL) has been shown to improve many aspects of student learning, but no previous research has systematically examined the effects of group exams on English as an Additional Language (EAL) students in university classrooms. This study is a small-scale action research examining the role of students' English language status in…

In Content and Language Integrated Learning (CLIL) classrooms where students' L2 proficiency has not reached the threshold level, teachers have been observed to use L1 to assist students in grasping specific technical terms and abstract concepts. It is argued to be a 'realistic' approach to the learning problems caused by students' limited L2…

Global research has shown the persistence of inequality with regard to accessing curriculum with a view to obtaining suitable work and making useful contributions to society. The intersection of race, gender, language and low socio-economic levels creates situations which often marginalize ethnic minorities in school settings (Freire, 1968; Nieto…

This paper is about the questioning patterns of teachers in an early intervention reading program and the exceptions to this typical interactional pattern. Literacy experts recommend a rich diet of oral language for young learners of English literacy. Teachers offer this rich diet by creating an appropriate learning environment in the classroom…