Responding to concerning reports regarding common world language classroom practices failing to meet a communicative standard (Burke, 2011; 2014), acknowledging the critical shortage of teachers in the United States, and reacting to the call by Madel (2020) to leverage teacher leadership to promote pedagogical development within the field, this…

The Federated States of Micronesia National Department of Education (FSM NDOE) requested support from the Region 18 Comprehensive Center (R18CC) to build National and State-level knowledge of effective practices in bilingual and multilingual education. This scan offers an overview of evidence-based practices for implementing and evaluating the…

While Task-based Language Teaching (TBLT) has been widely researched and accepted as a potentially powerful teaching method in language education around the world, research examining the teachers' beliefs about the impacts of a training on TBLT to date has remained limited. In Vietnam, studies on this topic were scarce (Nguyen & Jaspaert,…

The mixed methods study sought to evaluate the elementary ESL/Bilingual program at a public, urban district in Connecticut. The program evaluation included varying data points including LAS Links data analysis, records review, a survey, semi-structured interviews, and field observations. Data analyzed incorporated feedback from two stakeholder…

Despite studies on the lesson study experiences of English teachers have increased in Turkey in recent years, there is a need for further studies on how to integrate the model into the context. In this study, the qualitative research on the lesson study conducted with English teachers in Turkey was examined, and it was aimed to reach a synthesis…

Institutions strive to offer programs that address both the needs of the educational system and incorporate current pedagogical research. Creating a program that is relevant, inspiring, and accessible to aspiring French as a Second Language (FSL) teachers, while also equipping them with the skills and knowledge deemed necessary by the education…

This systematic review aimed to provide a comprehensive view of critical pedagogy-informed collaborative professional development practices in English language teaching. Using four databases and relevant keywords, we found 67 studies conducted in Asia, South/Central/North America, Europe, Australia, and the Gulf countries and systematically…

There is mounting evidence that novice language teachers enter the classroom without all the knowledge, skills, and practice they need, which has sparked a debate as to how well language teacher education programs prepare teachers (Burnett, 2011; Faez & Valeo, 2012; Farrell, 2015). Furthermore, teachers' voices are often absent in the…

Despite the growing number of international professional development programs, there is very little published research regarding the structures and effectiveness of these programs. This paper shares the design and development of the technology component of an international professional development (PD) program designed for secondary English as…

This volume focuses on glocalization in English language teaching and learning, examining the challenges of its implementation. It describes the innovative practices of multilingual TESOL practitioners from various parts of the world, offering nuanced perspectives on how to glocalize teaching methods, curricula, materials, and teacher preparation.…

Language teacher identity (LTI) has become an increasingly central focus in language teaching recently, perhaps because identity is now defined as multiple, complex, shifting, socially constructed, and a site of struggle (Norton, 2013; Song, 2016)--and thus a construct that can and should be intentionally influenced (Varghese, Motha, Park, Reeves,…

Portuguese is the fifth most-spoken language in the world, with about 260 million speakers (and growing to an expected 400 million by 2050), the third most spoken in the West, the most widely spoken in the Southern Hemisphere, an official language in 9 countries and other regions. It is present in Europe, South America, Africa, and parts of Asia.…

Indonesian is well-known, and it is taught at institutions across the world, including Australia. This study aims at describing prospective students, teachers, lecturers,' practitioners, and the general public's reactions to the Indonesian Language Education Study Program at the Faculty of Tarbiyah and Teacher Training of UIN Antasari Banjarmasin…

CLIL (Content and Language Integrated Learning) is a recent teaching approach widely adopted in numerous international contexts, especially in Europe where it was promoted as a way to promote language learning within the educational system. When implemented, CLIL predominantly involves subject content teachers using English to teach their subject.…

The development of business English (BE) program cannot separate from that of its closely-related discipline. However, little is known about business English disciplinary development from the angle of postgraduate education in China. Through questionnaires and interviews on 64 postgraduate students of Guangdong University of Foreign Studies…