This book fills a large gap in our understanding of how to prepare teachers for the challenging but increasingly popular task of integrating content and language instruction. It brings together findings on content-based teacher education from Africa, Asia, Australia, Europe and North America in order to inform researchers and teacher educators and…

This action research explores how teachers and students at a private elementary school in Gyeonggi Province perceive the effectiveness of the English-only TEE policy and proposes a revised model tailored to the school's diverse needs. A total of 250 students and 6 teachers participated in the study, with data collected through surveys, interviews,…

Terminology and language use related to the field of developmental education (DE) has long been discussed by scholars and practitioners to determine the most appropriate forms to use (i.e., developmental vs remedial) to reflect our purposes, our work, and our students (Arendale, 2005; Arendale, et al., 2007; Paulson & Armstrong, 2010; Nist,…

In this study, we examine educators' orientations to the teaching of "standardized English" (SE)--an idealized form often associated with academic and professional contexts. The perceived status of SE is reinforced by normative standard language ideologies and is often oriented as "correct" and necessary for success in…

This study enlists a transformative approach to mixed methods research in order to problematize what different methods can offer for expanding understandings of educator language attitudes and ideologies. Analyses consider Likert-scale survey responses and linguistic autobiography data from a sociolinguistics course in an online Educating…

Recent research has studied teacher emotions vis-à-vis teachers' learning, practice, and identity development and called for teacher-learning practices to include an intentional focus on emotions. Responding to this call, I designed a teacher-learning activity called 'critical autoethnographic narrative' (CAN). I coached teacher candidates (TCs)…

Despite an increasing interest in pronunciation instruction in English as a majority language or international "lingua franca," less is known about pronunciation learning in non-English minority languages, especially among child learners. Bilingual education programs provide a unique context to address this research gap, as they involve…

Monitoring and evaluation (M&E) are essential management tools for any educational programme or project. This booklet compiles 13 research instruments used in the regional study on the use of language(s) in classrooms in ethnolinguistic communities. The tools can be used by programme personnel such as teachers, programme coordinators,…

The distinction between "academic language" and its putative "conversational" or "everyday" counterpart continues to be used by some researchers, teacher educators, and practitioners to explain challenges faced by linguistically minoritized students in primary and secondary schools, in the United States and elsewhere.…

The Highly Immersive Programme (HIP) was introduced into the Malaysian education scenario with the aims of involving and immersing students in an English environment. Through HIP, it is hoped that students will have better opportunity and platform to use the language confidently, thus improving their English proficiency. HIP is aimed to foster…

Administrators and teachers influence the culture of the school, and their ideologies of multiculturalism impacts the community they serve. These ideologies influence the climate of the school and the acceptance of diverse cultures and languages. This is a qualitative study that explores how Administrators and teachers influence language and…

In this study, 96 world language teachers in the state of Georgia completed a survey regarding their delivery of instruction in the target language. While ACTFL (2010, 2021) recommends using the target language 90% or more of the time to deliver instruction, only 20% of the world language instructors who were surveyed reported doing so. According…

Despite the predominant position of global English, teaching and learning of languages other than English (LOTEs) are gaining increasing attention in foreign language planning in China. This study aims to showcase the development of an elective Arabic language program in a Chinese university through the lens of agency as a spatial, temporal, and…

In this qualitative study, I followed four urban early childhood teachers through their participation in a teacher education program designed to enhance their linguistically responsive teaching and into the first four months of the new school year. Using the concept of "take-up" presented by Buehler et al. (2009), I identified what the…

Although standards for world language education have brought forth a needed shift in instructional practices--moving from traditional to communicative, proficiency-based methods--research suggests that many teachers have yet to modify their practices. This study follows three teachers at the K-12 level who attended a summer professional…