Search

Educators in many countries must meet the educational needs of students who are not fluent in the language of instruction. Professional learning focused on incremental or individual teacher change has failed to improve student learning trajectories (Cuban, 2013; Gorski & Zenkov, 2014). This article explores Brookfield's (2012) critical articulation of Mezirow's (2012) adult learning theory to support the complex and radical transformation needed from all educators—not just language specialists—to improve classroom learning and schooling. We present the inclusive learning communities framework, with conceptual and pedagogical growth targets, guiding a seven‐course English as a New Language Certification program for PreK‐12 preservice and in‐service teachers working with English learners (ELs) in general education and EL specialist classrooms. The conceptual and pedagogical elements leverage critical transformative learning theory to reframe educators' individual beliefs and practices while developing their collective capacity to challenge oppressive ideologies and systems in pursuit of equity. We conclude that radical improvement in EL outcomes requires all EL teacher educators to plan and evaluate university coursework programmatically in ways that demonstrate real‐world change. [ABSTRACT FROM AUTHOR]

In this essay, the authors explore the dilemmas facing researchers, educators, and policymakers in how to refer to multilingual students who are deemed in need of language support in school. There is a growing concern with the label English learner, the term currently used in U.S. federal legislation, as focusing exclusively on students' English language acquisition and ignoring their multilingual resources. Alternative terms such as emergent bilingual and multilingual learner that underscore students' multilingual assets have become widespread alternatives. The authors argue that the critiques of the term English learner must be taken seriously. They also argue that, given that being classified as English learners in schools has material consequences for students' academic and occupational trajectories, this label cannot simply be wished away. In fact, debating over labels alone carries the danger of mislocating the primary site of struggle for equity and justice in the labels themselves, rather than in the systems that position and frame linguistically minoritized students in a deficit light in the first place. As researchers who have worked with this population for years, the authors, too, are grappling with how to refer to them. Each of them shares the dilemmas they have encountered, and they conclude by offering a multidimensional tool that might assist scholars, educators, and policymakers in reflecting on what is gained and lost by using different terms. [ABSTRACT FROM AUTHOR]

This action research (AR) study explored how research instruction was integrated in a sociolinguistics course for preservice language teachers at a US university. Data collected from two research cycles included surveys, student work, students' free-writing, teacher journals, and student interviews. This article focuses on how AR informed the course structure and what preservice teachers gained. Findings suggested that research instruction positively influenced how teacher trainees thought about, felt about, and pursued research (cognitive, affective, and behavioral changes). They also reported gains in knowledge and skills that could be useful for their future career and/or studies. Implications from this study can inform other educators who strive to develop students' research skills in a non-research focused class. [ABSTRACT FROM AUTHOR]

The study compares traditional and modern English language teaching methods and examines the prevalence and adoption of these methods by English language teachers. The sample consists of 100 English language teachers. The researchers use OLS regression, binary logistic regression and structural equation modelling to establish an association between adopting a particular language teaching method and the characteristics of the language teachers. Results indicate that experienced teachers prefer the social learning method, while less experienced teachers advocate the bilingual, experiential, and listening and observation methods. There are gender differences in accepting these language teaching methods. Female language teachers show an inclination towards the listening and observation method, whereas male teachers ardently favour the bilingual and experiential methods. Regression analysis reveals a higher probability of adoption of bilingual translation methods by non-English educational background teachers. Experienced teachers adopt the Social Learning Method, while less experienced teachers prefer experiential learning and bilingual translation methods more. Results of the path analysis using structural equation modelling indicate that the gender of the teachers mediates their educational background in the adoption of the particular language teaching method. [ABSTRACT FROM AUTHOR]

Wellbeing is crucial for teachers, not only for themselves but also for ensuring that they teach to the best of their abilities. Thus, identifying ways of empowering teachers to take action to boost or maintain their wellbeing is vital. In this article, an ecological lens is adopted to understand what determines language teachers' agency for wellbeing. A thematic analysis of in-depth interviews with 30 EFL teachers based in Austria revealed four key themes which help to explain how teachers exercise their agency for wellbeing. These are: triggers, reflection, affordances, and action. The results show that critical incidents in their personal and professional domains act as triggers drawing teachers' attention towards their wellbeing and starting a process of deeper reflection. However, a prerequisite for taking action following this reflection appears to be a perceived sense of control about their ability to change things in their personal and professional lives. [ABSTRACT FROM AUTHOR]

Language teaching has the potential not only to teach language skills but also to create a peaceful learning environment where students feel relaxed, safe and valued. To achieve this goal, teachers need to develop an ideal identity that reflects their commitment to promoting peace in their classrooms. In the interest of developing peacebuilder language teachers, this study investigated the ideal identity of English language teachers as peacebuilders, the strategies they employ to achieve their peacebuilder identities, and the manifestation of peace language: hope, help, and harmony (Oxford & Curtis, 2020). The narratives of three Iranian language teachers were thematically analyzed to understand their hopeful, helpful, and harmonious experiences. Our findings indicate that teachers' ideal peacebuilder selves are becoming 'an encouraging teacher', 'a more hopeful and caring teacher', and 'a patient teacher'. To achieve their peacebuilder identity, they proposed strategies such as encouraging students to communicate internationally, caring about students' success, pursuing academic studies, and improving emotion-regulation skills. The findings of this study contribute to incorporating peace in language education and developing peacebuilder language. [ABSTRACT FROM AUTHOR]

Utilising first language (L1) in the second language (L2) classroom is a delicate matter amongst language educators and researchers. Despite its rarity in teacher training programs, manuals, or teaching conferences, establishing an L2-only classroom without using L1 can be challenging, particularly when the students and teachers share the same L1. This study explores the utilisation of specific micro-functions of L1 (Bahasa Melayu) in teaching L2 (English) and proposes a guideline for L2 teachers to systematically use L1 in the classroom. The study is guided by relevant aspects of the common underlying proficiency theory, sociocultural theory, affective filter hypothesis, mother tongue as a reference theory, and a combination of L1 frameworks by L2 scholars. Eight teachers from four districts in Pahang, Malaysia, recorded their English lessons and participated in post-lesson interviews. The analysis of the lessons and interviews revealed that most teachers used L1 to help them teach English, especially to low-proficiency students. The study identifies 26 useful micro-functions of L1 that are combined to form the guideline. This reference point is essential for L2 teachers to ensure the appropriate use of L1 in teaching L2. [ABSTRACT FROM AUTHOR]

This review article explores the potential of social media platforms in teaching English as a second language and expanding language learning horizons. The article discusses various strategies and activities that utilize social media to enhance language learning, such as using multimedia resources, leveraging interactive features and tools, and promoting authentic language input and exposure to native speakers. Language teachers present success stories and case studies highlighting the implementation of social media in teaching. The review also examines research findings and measurable impacts of social media on language learning, including increased language proficiency, enhanced intercultural competence, and improved motivation and engagement. Additionally, the article addresses challenges and considerations associated with social media use, such as privacy concerns, managing information overload, and promoting inclusivity in access to technology. The article concludes by emphasizing the transformative potential of social media in expanding language learning horizons. It highlights the importance of social media in creating dynamic and interactive learning environments beyond traditional classroom boundaries. Furthermore, the article discusses the future implications of social media in English as a second language education, emphasizing the need for educators to stay informed, adapt to emerging trends, and explore innovative approaches. Overall, this review article underscores the significance of social media in language teaching and the opportunities it offers to enhance language learning experiences. It provides insights and recommendations for educators and researchers interested in harnessing the potential of social media platforms for teaching English as a second language. [ABSTRACT FROM AUTHOR]

Digital literacy is essential in writing research articles for publication in today's digital age, particularly for novice english as a foreign language (EFL) teacher trying to publish their research articles. This qualitative research explores the digital literacy practices of novice EFL teachers in writing research articles for publication, including the digital tools they use, their purposes for using these tools, and the challenges they face in using them. The data were collected using a questionnaire and interview. The study found that novice EFL teachers conceptualized digital literacy as the ability to search and evaluate credible online sources, using word processing and digital editing tools, collaborating online, and publishing their work digitally. Novice EFL teachers use various digital tools, such as word processing software, reference management software, and online academic databases, to improve their research and writing process. They use these tools for various purposes, such as collaborating with peers, improving their writing skills, and publishing their work online. However, novice EFL teachers face limited technical issues, limited access, inadequate technology infrastructure, and time management. It is recommended that academic institutions provide support to help novice EFL teachers develop their digital literacy skills, including technical support services, and training programs. [ABSTRACT FROM AUTHOR]

Despite the popularity of video in ELT, video use in primary English classrooms remains under-scrutinized. Grounded in a social semiotic conceptualization of video as multimodal ensemble, this study explored 115 Chinese primary English teachers' use of videos and the influencing factors in the post-pandemic era. Data were collected through a narrative frame, semi-structured interviews, and classroom observations. The findings revealed a predominant use of video for motivational and linguistic purposes, with occasional use of video as multimodal ensemble for critical and creative viewing purposes. Factors that shaped video use were also identified, including limited understanding of viewing multimodal texts as part of language competence, absence of institutional policies and support, and constrained access to quality videos. These findings call for attention to the importance of multimodal awareness for primary English teachers to develop pedagogic competences to use videos for an expanded range of literacy purposes in contemporary ELT landscape. [ABSTRACT FROM AUTHOR]

Statistical significance and averages are two pieces of statistical information that are often presented as evidence in support of researchers' conclusions and teaching recommendations. In this article, I consider interpretation of this information as research evidence for ELT. In simple terms that will be accessible even to readers without any knowledge of statistics, I explain the basic nature of this information with the aim of elucidating what it can and cannot tell us about ELT findings and the implications for our teaching. I discuss what additional information crucially must be considered for adequate interpretation, and specifically how interpretation depends on this information. I urge producers of ELT research to present and interpret this important information and consumers of ELT research to consider it in assessing the implications of ELT findings for their teaching. [ABSTRACT FROM AUTHOR]

Many studies have been conducted to identify factors that influence learners' success in guessing the meaning of unknown words. Although lexical inferencing is the most frequently employed listening strategy when L2 learners face unfamiliar words, most research on lexical inferencing has been conducted in the context of reading. Additionally, the few studies that have investigated lexical inferencing during listening have focused on single word items despite the ubiquitous presence and importance of multi-word units. In this study, I investigated factors affecting successful inferencing during listening when EFL learners encountered unfamiliar multi-word idiomatic expressions. The participants were 89 Japanese students majoring in English at a private university in Japan. I collected data using a Listening Vocabulary Level Test, a listening span test, an idiom task, and an idiom identification task and analyzed these data using mixed-effects logistic regression. The results indicated that familiarity, listening comprehension skills, working memory, and L1 similarity were significant factors that influenced the success of learners in inferring the meaning of unfamiliar idiomatic expressions while listening. These results suggest that, rather than relying on learners to infer the meanings of idiomatic expressions from context, explicit instruction of English idiomatic expressions to EFL learners is likely beneficial in settings where students have low listening comprehension or in cases where the target idiomatic expressions do not have a similar L1 counterpart. [ABSTRACT FROM AUTHOR]

In recent years, as English is considered to be the common language of government, business, and society in many countries, English as a medium of instruction (EMI) in higher education has become an important and inevitable educational trend. In this study, I shed light on the main effects of EMI on non-English-major students in Vietnam, and their coping strategies to adapt to EMI. Participants in this study included 120 students from five classes of non-English-major students in study skills classes in English at Vietnam National University (VNU) that I directly teach. To achieve the research purpose, I combined both quantitative and qualitative methods through a closed-ended questionnaire and semi-structured in-depth interviews. Research findings show that EMI can have both positive and negative effects on the learning experiences of students. At the same time, to deal with these impacts, some coping strategies seem more effective and widely used than other strategies. It is hoped that this research, which focused on the perspective of students engaged in EMI, will bring benefits to researchers and teachers in making appropriate adjustments in teaching when using English as a medium of instruction. [ABSTRACT FROM AUTHOR]

In a globalized world, one needs to communicate bearing in mind the context, the role and the relationship between the interlocutors. Put the other way, communicative competence calls for both linguistic competence and pragmatic competence. One needs to know what to say, when to say, how to say and why to say it. Literature can play a very vital role in developing these competencies as it presents a plethora of different situations, characters and roles. Literature also highlights how verbal ironies are created through the use of language inappropriate to the context, the role and the role relationship. Its aesthetic and human approach, blended with the use of contextualized language, aids language acquisition, especially in the case of those who learn English as a second or foreign language. However, despite the beneficial role literature plays in developing communicative competence, there are at least a few English language teaching (ELT) practitioners and students who resist the majestic and spirited come back literature has made in language classrooms after a period of gratuitous exclusion. This rejection of literature, as symbolic interactionists put it, could also be an offspring of cultural and religious filaments. In view of this, in this paper, I attempt to find out what makes the study of literature, poetry in particular, difficult for students. I conducted this case study in an Arab university through an open class discussion with thirty-five second semester level three students of poetry. [ABSTRACT FROM AUTHOR]

In this study, I explore the effects of the transition from technology integration to the application of artificial intelligence (AI) in English language education and uncover the affordances and challenges associated with this shift. As technology evolves rapidly, ELT practitioners eagerly embrace modern education apps to enhance language learning experiences. Large Language Models (LLMs) and generative chatbots offer teachers various opportunities in lesson preparation and delivery, assessment, feedback, student advising and independent learning. However, the widespread use of AI tools in education has become a challenge to academic integrity, mainly due to learners' misuse of generative chatbots like ChatGPT. Although some sophisticated self-learning chatbots contribute to learner autonomy, they pose serious ethical challenges to data privacy and teacher roles and create a digital divide. By examining the affordances and challenges of integrating artificial intelligence into English language education, I recommend that educators and researchers reflect critically on the implications of AI in ELT and gain insights into effective strategies for harnessing the potential of AI to transform language education rather than rejecting the latest innovation in educational technology as a threat. While admitting the large-scale misuse or abuse of AI tools by students and researchers, I highlight their affordances in English language teaching, learning and research and propose creating a framework to facilitate the legitimate use of AI tools in education. [ABSTRACT FROM AUTHOR]

The book "Innovative Practices in Early English Language Education" edited by David Valente and Daniel Xerri explores new approaches and strategies in primary English language teaching (PELT) and PELT teacher education. The book is divided into two parts, with Part I focusing on innovative practices in PELT, such as multimodality, intercultural competence, translanguaging, and digital literacies. Part II focuses on PELT teacher education, discussing topics like multilingual teacher education and dialogic picturebook reading. The chapters provide a balanced discussion of theory and practice, and include teaching tips, lesson plan samples, and references to practice guides and resources. The book also addresses the challenges of virtual classrooms and offers insights on assessment and teacher professional development. Overall, the book offers a valuable resource for teacher trainers, teachers, and student teachers in the field of PELT. [Extracted from the article]

Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Diane Larsen-Freeman has had a substantial effect on how language is comprehended and taught. She has contributed to the evolution of language, pedagogy, and has had a worldwide impact on language educators through her groundbreaking research, innovative understanding of teaching methodologies, and influential publications. This article will examine the profound impact Diane Larsen-Freeman's work has had on my professional growth. I discuss issues and concepts such as language teaching methodologies, grammaring, the person of the teacher, Complex Dynamic Systems Theory (CDST) in second language development, wicked problems, and transdisciplinarity. Initially, I contextualize English education in Mexico and my personal experience in English language learning. In the second phase, I examine the impact of Larsen-Freeman's work on my English teaching education in Mexico and the United Kingdom. I conclude by analyzing how her work has contributed to my current position as an applied linguistics professor in Mexico. [ABSTRACT FROM AUTHOR]

Professor Diane Larsen-Freeman has been an enduring and highly influential contributor to the field of applied linguistics, English language teaching, in general, and especially grammar teaching. She has inspired many thousands of language teachers, student-teachers and academicians in applied linguistics. Her research in Second Language Acquisition and her later research interest in introducing complex systems to the field of applied linguistics has had a great impact on research in applied linguistics. The book she co-authored with Cameron put a completely different perspective on language and language studies. Her book on teaching approaches also attracted thousands of readers who specialize in language teaching. The video made on different teaching methods covered in the book is also a good demonstration helping learners identify the features of different methods. What's more, her coinage of the word "grammaring" and the concept of form-meaning-use she advocated in the book series Grammar Dimensions has shed light on people's understanding of grammar and grammar teaching, thus transforming the way of teaching grammar. Her numerous publications of influential books and papers have great impact on researchers and language teachers in China. [ABSTRACT FROM AUTHOR]

The pedagogical roles of teacher educators (TEs) in recruiting and educating future language teachers have recently gained attention among teacher education researchers. As there is scant research on the perspectives of stakeholders on these roles, this study sought to investigate the pedagogical roles of Iranian non-native TEs in educating preservice and inservice EFL teachers from the viewpoint of language institute managers. To this end, following a qualitative research design, a total of 30 institute managers were selected via the snowball sampling method and invited for semi-structured interviews. The participants' responses were audio recorded and subjected to thematic analysis to extract the main themes. The findings showed that institute managers assigned three key pedagogical roles to TEs: holding preservice/in-service teacher education courses, improving the assessment system, and designing effective language syllabuses. Language institute managers believed that effective TEs should not only be responsible for running teacher education courses but also engage in the evaluation process by designing and developing relevant instructional syllabuses in cooperation with educational managers of the institutes. The findings have implications for the professional development and practices of TEs. [ABSTRACT FROM AUTHOR]

The article is a book review of "Advocacy for social and linguistic justice in TESOL: Nurturing inclusivity, equity, and social responsibility in English language teaching." The book explores the importance of social justice in the field of Teaching English to Speakers of Other Languages (TESOL) and presents empirical research and case studies on promoting social and linguistic justice in English language instruction. It covers topics such as first language use in English classrooms, teacher identity development, and inclusive teaching practices. The book provides pedagogical tools and invites readers to consider social justice principles in their own contexts. [Extracted from the article]

This article examines mono- and bi/multilingual practices on the University of Cambridge CELTA (Certificate in Teaching English to Speakers of Other Languages) course. This course is generally considered to be one of the most popular and widely-recognized initial teacher education programmes in English language teaching worldwide. The article describes a small research project which explored the views of 77 CELTA trainers in relation to the use of the first language (L1) in English language teaching and centred on how this issue is addressed on the teacher training courses they worked on. The study included trainers who use English either as an L1 or as a second language (L2) and both monolingual and bi/multilingual participants. Respondents worked in shared-L1 (where learners share a common language other than English) and in multilingual teaching and training contexts. The need to develop a theoretical framework in relation to L1 use in English language teaching and for a more explicit and considered focus on this issue on the CELTA course was identified, so that both trainers and trainee-teachers can make informed pedagogic decisions around L1 use in their teaching and professional practices. Findings also point to the need for wider discussion within the CELTA community on issues relating to the traditionally monolingual and one-size-fits-all orientation of the course and to the potential added-value of language teachers and educators who bring bilingual skills and perspectives to the classroom, particularly non-native English speakers. [ABSTRACT FROM AUTHOR]

This research aimed at developing a reliable scale to determine in-service language teachers' perceptions about teaching pronunciation and contributing to the English Language Teaching (ELT) field. The participants of the study consisted of 132 English language instructors working in 42 secondary and high schools in the 2021 to 2022 academic year in North Cyprus. The conducted Exploratory Factor Analyses revealed that the scale consisted of five factors and 24 items. Besides that, the Confirmatory Factor Analysis results confirmed the 5-factor structure. Furthermore, it was proven that the whole scale and its sub-dimensions are highly reliable and suitable for the implementation in determining in-service language teachers' perceptions of pronunciation teaching (χ2/ df = 1.314). It is believed that the newly developed scale would help researchers more reliably investigate perceptions of teaching pronunciation in various contexts. Plain Language Summary: Pronunciation Teaching Perception Scale (PTPS) for In-service Teachers This research aimed at developing a valid and reliable scale to determine in-service language teachers' perceptions about teaching pronunciation and contributing to the English Language Teaching (ELT) field. The participants of the study consisted of 132 English language instructors working in 42 secondary and high schools in North Cyprus in the 2021-2022 academic year. The conducted Exploratory Factor Analyses revealed that the scale consisted of 5 factors and 24 items. Besides that, the Confirmatory Factor Analysis results confirmed the 5-factor structure. Furthermore, it was proven that the whole scale and its sub-dimensions are highly reliable and suitable for the implementation in determining in-service language teachers' perceptions of pronunciation teaching (χ2/df=1.314). It is believed that the newly developed scale would help researchers more reliably investigate perceptions of teaching pronunciation in various contexts. [ABSTRACT FROM AUTHOR]

At independence, Namibia chose English as its official language and therefore its language of learning and teaching (LoLT). Since then, both government reports and scholarly research have highlighted the poor performance of learners and the apparentfailing standards of teaching. The study reported on in this article explores Oshiwambo-speaking teachers' perceptions of the advantages of using English as a lingua franca (ELF) as LoLT in an educational setting in Namibia, and the challenges they face. The findings suggest that, for teachers, the primary perceived advantage is that learners will need this language if they are to further their studies abroad. Furthermore, teachers overcome the challenges of using ELF as LoLT by resorting to code-switching to ensure that their learners understand the concepts that they are being taught. In this article, we frame this from a translanguaging pedagogy perspective, recommending that teachers be supported and encouraged to use both languages in an integrated and coherent way to overcome the challenges of using ELF as LoLT. This requires the Namibian Language-in-Education Policy (NLiEP) to be adapted in such a way that it allows English to be used as LoLT alongside Namibia's indigenous languages, acknowledging the bilingual/heteroglossic nature of classrooms in Namibia. [ABSTRACT FROM AUTHOR]

As a concept established on MOOC, SPOC has been used by many instructors in universities. Although SPOC-based flipped classroom instructional modes have been applied in many disciplines including English learning in China, no empirical study has tried to disentangle the application of the modes in teaching English pronunciation. This study reports the application of an instructional mode combining SPOC and flipped instruction in teaching English pronunciation for college students majoring in English Education. The effectiveness of this mode was assessed in terms of students' mastery of knowledge in English pronunciation, accuracy of students' pronunciation and students' satisfaction to the class. The freshmen enrolled in a university in 2018 were labeled as the controlled group and those enrolled in 2019 and 2020 comprised the experimental groups. Results showed that the experimental groups significantly outperformed the controlled group in the mastery of knowledge and the accuracy of pronunciation. In addition, the improvement in students' pronunciation was not as much as that in their degree of mastering the knowledge. All students in experimental groups indicated a high degree of satisfaction to the teaching mode. These results prove that SPOC-based flipped classroom instructional mode not only can attain positive perceptions from students but also can be helpful for improving students' learning of knowledge in pronunciation and correctness of pronunciation. However, more input and practice opportunities are still needed to make a better enhancement in students' English pronunciation, which can be expected to be achieved by virtual simulation systems for English pronunciation training. [ABSTRACT FROM AUTHOR]

This article considers how language learners conceptualize their ideal teacher within the context of gig economy language platforms (GELPs). GELPs differ significantly from traditional language learning in that their users are able to change between teachers easily and also select teachers according to a far wider range of criteria than is available to offline learners. However, much remains unknown about which attributes GELP users seek in their language teachers. This study draws on responses to an open-ended questionnaire (N = 1,488) to consider which characteristics GELP users favor in their ideal teacher. The study includes both learners of English as well as learners of other languages. Ideologies of native speakerism are found to affect both groups but rapport emerges as a more common theme. The article concludes by discussing the potential opportunities and pitfalls that GELPs represent in terms of furthering intercultural learning and combating stereotypes. [ABSTRACT FROM AUTHOR]

There is a relationship between language and the environment. Languages shape worldviews, inform behaviours, and are not disconnected from local political, sociocultural, and ecological contexts. English has an enduring colonial, imperialist, and assimilationist legacy and can be easily delinked from context, culture, and place. In this article, I argue that an epistemic (un)learning of the Western 'epistemological error' is required to enable equitable validation of all languages and knowledge systems, including those Indigenous and minoritized, in ELT for more sustainable futures. Heritage language pedagogy (HLP), conceptualized differently from mainstream versions, and transepistemic language education in the Canadian context will illustrate how epistemic (un)learning takes place. HLP seeks to relink connections between languages and place-based knowledges. The article demonstrates how HLP and transepistemic language education enables learners and educators to engage in a decolonial and pluriversal sharing of languages, knowledges, and worlds for more equitable and sustainable ELT. [ABSTRACT FROM AUTHOR]

Copyright of HOW: A Colombian Journal for Teachers of English is the property of Asociacion Colombiana de Profesores de Ingles and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to investigate the reasons and effects of code-switching (CS) when used by a lecturer in instructing his/her students through interaction in English classes at BS level. This study was carried out at Khushal Khan Khattak University, Karak (KKKUK), Khyber Pakhtunkhwa, Pakistan. This qualitative and quantitative study used a pragmatic research approach to know the reasons of code-switching and its effects on the KKKUK English department students. The study used a total sample size of (N=125) teachers and students. Purposive sampling techniques were used for the data-collection methodologies and processes, including survey questionnaires, interviews were employed. A closed ended questionnaire was designed to gather data. SPSS was used to analyze the collected data. The acquired data was examined using descriptive statistics, such as percentages, means, and standard deviation, to interpret and discuss findings. According to data analysis, code-switching in the English language classroom was employed to promote interactions during English learning. The findings demonstrated that using CS in the classroom facilitates the teaching and learning process. It should be utilized to facilitate the teaching and learning of English language. Furthermore, it should be used to engage pupils in classroom activities. Seminars and pieces of training should be organized to encourage the usage of CS in the English classroom. The findings of this study are intended to be valuable, particularly for language instructors, in understanding the role and efficacy of codeswitching in the classroom. [ABSTRACT FROM AUTHOR]

Technology is an indispensable part of our daily lives nowadays and it has a huge impact on educational fields. The case is valid for English language education in which language teachers teach digital natives with a variety of developing technological tools, software, and aids. Visual aids are also transforming with the developing technology and infographics are one of the technological tools which have been developed by them in recent years. Grammar teaching with traditional teaching materials does not appeal to language learners anymore and it requires innovation as well. For this purpose, current research aims to investigate infographics' effectiveness and utilization to teach grammar topics. The research was designed as experimental research. Pre-test, treatment, and posttest were administered to the experimental group while the control group traditionally received instruction. At the end of the post-test administration, an interview with five openended questions was administered to collect qualitative data. Results of the study show that infographics are effective technological tools to develop language learners' grammatical knowledge. Moreover. Students have positive perceptions of using these technological visual aids to teach grammar topics. [ABSTRACT FROM AUTHOR]

Copyright of Lubelski Rocznik Pedagogiczny is the property of Maria Curie-Sklodowska University in Lublin and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Both Indonesia and Vietnam provide English as foreign language instruction. In contrast to Indonesia, where English proficiency is low, Vietnam has a moderate level of English proficiency. Although Vietnam has a moderate level of English proficiency, its curriculum is nearly identical to that of Indonesia, making it suitable for comparative research. This research aimed to identify the significant differences between Indonesian and Vietnamese universities' English language teacher education curricula. This study employed a qualitative methodology to compare the English as a foreign language teacher education curriculum in Vietnam and Indonesia. In this study, descriptive analysis was utilized. The English education curricula documents obtained from the university's website were used for data analysis. The research settings were Universitas Pasifik Morotai in Indonesia and the Giao Su-IESUS Evangelical School of Universal Studies in Vietnam. The finding showed that Vietnamese Universities stressed the dimension of content knowledge, communication competence, contextual knowledge, and professionalism practice theory. However, teaching competence, research knowledge, Community Practice Membership, and general knowledge are often overlooked. Compared to the EFL curriculum in Vietnam, the Indonesian curriculum, particularly at Universitas Paisfik Morotai, emphasized communication skills, content knowledge, research knowledge, and teaching competence/pedagogical aspects. [ABSTRACT FROM AUTHOR]

Given that I have been a teacher of one kind or another for practically all of my working life, starting as a high school English teacher before moving into TESOL (teaching English to speakers of other languages), I would like to suggest (in all modesty, of course!) that I am in a good position to understand the stresses of the job. In this position paper, I would like to try to explain the background to the issues of teacher stress, to identify contemporary problem areas, to suggest some possible ways to address the problems, and also to explain why tackling teacher stress is so important – both for teachers themselves, and also for the other stakeholders, especially the learners. Although this article draws essentially on the experience of language teachers and related literature, many of the issues described could apply to teachers of any subject at any level anywhere, a point that will be taken up again when suggesting areas for further research. [ABSTRACT FROM AUTHOR]

This paper reports on the narrative of Shannon, a Taiwanese Canadian female assistant language teacher (ALT) of the Japan Exchange and Teaching (JET) Programme, one of the world's largest government-sponsored programmes for recruiting English language teachers to teach overseas [Nagatomo (2016). Identity, gender and teaching English in Japan. Multilingual Matters]. The interview data were analyzed with the methodology of critical discursive psychology (CDP), a version of discourse analysis developed by Wetherall and Potter (1992. Mapping the language of racism: Discourse and the legitimation of exploitation. Harvester Wheatsheaf). CDP allows the researchers to engage in 'double movement' of Marxist ideological critique and Foucauldian genealogical analysis, with which I demonstrate how Shannon's subject position was conditioned by broader ideologies and discourses about race, gender, and language. My analysis highlights how the ideology of native speakerism impacts an Asian native speaker's experience as an ALT in Japan with a particular focus on Shannon's struggle in a dilemmatic subject position between Asian Self and foreign Other. Due to her Asian appearance, Shannon constantly felt that she was 'not foreign enough' to fulfil the role of an exoticised native speaker and struggled to negotiate her legitimacy as an English teacher. Taking dilemma as a generative space for change, I discuss potential pathways for ideological critique and discursive transformation. [ABSTRACT FROM AUTHOR]

This article reports on the lead author's reflection about the role of his personality in a tertiary-level English-language course that he taught in Japan in 2019, and the impact of that reflection on his self-awareness. Other participants of this selfstudy included the learners in the course (46 in total, nine male and 37 female), and other teachers in the same faculty. Data collection methods included a teaching log/journal, a focus group meeting with fellow part-time teachers, semi-structured interviews with learners and a full-time teacher, observations of several of his own classes, and questionnaires completed by learners. A recent systematic literature review of the definition of self-awareness (Carden et al., 2022) informed the study, with the teacher reflecting on the following components of self-awareness: his beliefs, internal mental state, physiological responses, personality traits, motivations, behaviors, and others' perceptions. To inform his reflection about the above components, he drew on literature related to second language teacher cognition and second language teacher development. The findings of the study indicate that the teacher's self-awareness has developed in a number of ways. Overall, he has become more aware of his personality and the potential for it to have a negative impact on his teaching practice. His reflection indicates that it is beginning to have a positive impact on his language-teaching-focused metacognition. [ABSTRACT FROM AUTHOR]

Traditionally, games have been utilized in English language teaching (ELT) as one of the ways to facilitate language learning. With recent technological advancements, digital games have also been developed and used in education. Studies report that such use encourages learners to engage in classroom activities using their target language, and contributes to increase learners' motivation. While such benefits have been reported about the use of games, little has been confirmed in terms of the learners' perception of their use. This study aims to discuss the incorporation of gamification in ELT and explore the learners' experience and their perception toward the application of both traditional and digital gamified activities as a means of a questionnaire survey. Based on the findings, this paper discusses the necessary considerations for incorporating the games or digital apps with gamified elements in teaching. [ABSTRACT FROM AUTHOR]

In this article we suggest a framework for researching the study abroad experiences of English language teachers, and analyze data from a study of higher education English teachers from four Southeast Asian countries who completed graduate studies at a Canadian university. We present data from interviews with 10 participants which took place in their home countries four years after taking the program. Research questions and interview questions relate to the relevance of the program to participants' professional practice, the challenges they faced when applying knowledge in their local contexts, and the opportunities and benefits that came with completing a Canadian graduate program. In our data analysis, we highlight a combination of local, national, and transnational factors, as well as cultural differences, that affected the application of knowledge learned in Canada. We conclude by considering a number of implications for educators involved in study abroad programs for English language teachers. [ABSTRACT FROM AUTHOR]

The article explores on an increase in attention from language teachers and researchers on multimodality in English language teaching (ELT). Topics discussed include the concept of multimodality, the differences in the types of multimodal tasks in academic fields, and the impact of multimodality on second language development.

The present study examines college teachers' initial and long-term career motivations. It was found that 1) themes in teachers' reports aligned with dimensions included in the FIT-Choice framework, 2) peak moments (PMs) contributed to long-term career motivation and job satisfaction. We propose that PMs should be considered as a valid dimension to the FIT-Choice scale. [ABSTRACT FROM AUTHOR]

The article discusses Amanda Gorman's inaugural poem inspired a composition unit that reimagines the forms and purposes of argumentative writing. Topics include what the teacher consultants were finding relevant as ELA teachers serving students in a pandemic, such as addressing current social issues and including writing among many competing priorities for their instructional time.

Culturally responsive teaching (CRT) has been found to promote student engagement and enhance learning in the classroom. As an effective pedagogy, the past decade has witnessed a soaring interest in exploring teachers’ competence, self-efficacy, and influencing factors in implementing CRT across school subjects. However, scant attention has been directed to language teachers’ engagement with CRT. Given the increasing diversity in students’ socio-economic status, cultural backgrounds, learning needs and preferences in English language classrooms, CRT has also become a prominent concern in China. This study sets out to explore English as a Foreign Language (EFL) teacher engagement with CRT in rural schools in China. With a multi-case study of eight EFL teachers, the researchers collected data through individual interviews and classroom observations. Four types of teacher engagement based on the foci (i.e., knowledge and practice) were identified and were further characterized by cognitive, emotional, and social aspects. This study also taps into the internal and external factors influencing the teachers’ engagement with CRT. Implications and suggestions were provided to tackle the problems of English Language Education in rural China and contexts alike worldwide. [ABSTRACT FROM AUTHOR]

Language teacher immunity is a novel concept in language teacher psychology that serves as a shield against the unavoidable hassles of teaching contexts. The current study aimed to fill the gap in the existing literature by employing a mixed-methods approach to find the relationship between Iranian EFL (English as a foreign language) teachers' immunity and their personality types. For the quantitative phase of the study, the data were collected through two questionnaires, teacher immunity by Hiver (2016) and the NEO-FFI-3 (NEO Five-Factor Inventory) by Costa and McCrae (2010), which were distributed among a random sample of 50 participants (19 males and 31 females) in various language institutes in Iran. For the qualitative phase of the study, an interview was conducted with eight EFL teachers through a phone call to reach in-depth information regarding teacher immunity. The findings indicated a significant positive correlation between teacher immunity facets and personality types. Teaching self-efficacy and conscientiousness was the most dominant teacher immunity facets and personality types. The current study would probably help EFL teachers know how to respond to various traumatic and detrimental situations in teaching English based on their personality and immunity types. [ABSTRACT FROM AUTHOR]