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The practice of Corrective Feedback (CF), which is situated within a Second Language Acquisition (SLA) Paradigm, is currently positioned towards an accuracy-orientated delivery based on native speaker norms. This is despite the recognition in different areas of linguistic research that there is considerable variation in the way that English is spoken around the world. This paper argues that the epistemological assumptions and methodological approaches to investigate CF within an SLA paradigm have various underlying weaknesses that undermine research findings. These findings purport to provide support for an accuracy-orientated CF in the English classroom. However, it is suggested in this paper that a meaning-orientated CF would be more reflective and beneficial for students given the transformative changes that have occurred to English over the past 30 years. This perspective is discussed in relation to one teacher's approach to CF who participated in a larger project which examined CF conducted in a British-Sino University.

Feedback within the context of post-observation conferences (POCs) is critical for English language teachers' professional development. To date, however, surprisingly there has not yet been any study on language choices for feedback communication in POCs, considering around 80% of English language teachers worldwide are nonnative-English speakers (NNESs) (Moussu, 2018). This study adopts the research paradigm of social constructivism, with a qualitative design to explore language choices (Chinese as L1 and English as L2) by one Chinese mentor and four Chinese mentees in POCs, in a near-peer mentoring project in a UK-based MA TESOL program. Data collected include two POCs, a mentor interview, and four mentee questionnaire answers. The data were analysed in depth by data reduction and inductive content analysis. It was found that both emotional and practical reasons resulted in the language decisions by the mentor and the mentees in the POCs. Albeit with small sample size, this study shows the intricacy of language use by NNESs in POCs in preservice teacher education programs and provides insights into how both mentor and mentees can be empowered as active agents capable of making judicious use of L1 and L2 for effective feedback communication in POCs.

This qualitative study captured the reflections of 53 English language teachers from 40 different contexts including Bangladesh, Colombia, France, India, Scotland, Taiwan, Türkiye and the United Kingdom on teaching English during the times of COVID-19 and its post-effects on their practices. Data were collected through an online form consisting of three stems and the participants were asked to create similes about teaching English before, during and after the pandemic. By conducting thematic analysis, images created for each phase were categorized under occupational well-being, digital transformation, transactional distance, gap of communication and social isolation. Teachers pointed out work overload, lack of administrational support, instructions' not making sense, decreasing level of participation, dropouts, loss of student--teacher interaction and isolation as the drawbacks of the process along with the possibility of digital transformation ahead of their profession.

Both of us were drawn into the writing assessment field initially through our lived experiences as schoolteachers. We worked in radically different contexts -- Martin was head of a languages department and teacher of French and German in the late 1990s in the UK, and David was a Grade 12 teacher of Academic English in Alberta, Canada, at the turn of the twenty-first century. In both these contexts, the traditional direct test of writing -- referred to, for example, as the 'timed impromptu writing test' (Weigle, 2002, p. 59) or the 'snapshot approach' (Hamp-Lyons & Kroll, 1997, p. 18) -- featured significantly in our practices, albeit in very different ways. This form of writing assessment still holds considerable sway across the globe. For us, however, it provoked early questions and concerns around the consequential and ethical aspects of writing assessment.

Various features of teacher instruction underpin the criteria used for the evaluation of teacher quality. The current study sought to explore whether nativeness/non-nativeness affects the criteria teachers consider for teacher quality evaluation. To this end, the participants were provided with five video clips of teaching, each presenting a 10-min lesson taught in a real classroom environment. They were requested to rate the quality of the teachers and to point out and describe the criteria they used to rate the teachers. Content analysis of the data indicated that preparation, caring, classroom management, and instruction constituted the general criteria the native and non-native teachers employed to evaluate teacher quality. Considerable differences, however, were observed between the two groups regarding a few of the criteria. The native teachers valued teachers' efficient use of learners' L1 more than the non-native teachers, while teachers' linguistic accuracy and fluency of speech were highlighted by more non-native teachers. Besides, issues related to caring, management, and instruction grabbed the attention of both native and non-native teachers, while preparation received substantially less attention. It can be concluded that the use of video-mediated peer observation can provide a platform to uncover the implicit beliefs teachers hold toward teacher quality.

This paper investigates the author's classroom practice of implementing an interpretive perspective on intercultural language teaching and learning in two online intercultural workshops on the topic of face masks designed and delivered during the COVID-19 pandemic. It reflexively examines two critical incidents in classroom practice in terms of what these incidents reveal about the challenges faced by pre-service teachers in operationalizing an interpretive stance towards intercultural language teaching and learning in practice. Based on the epistemology of reflective practice, this self-study seeks to produce knowledge-of-practice by framing the author's practical knowledge as language teacher in relation to theories of intercultural language teaching. Classroom discourse analysis of teaching and learning sequencies provides an emic lens on the enactment of an interpretive perspective on intercultural language teaching at the micro level in terms of two basic aspects of pedagogical practice: 1) Embedding interpretation in learning design and 2) Mediating learners' interpretations in classroom interaction. The findings reveal that this author's attempts to personalise intercultural language learning and elicit meaningful reflections from students were constrained by the limited semiotic richness of the material presented and the difficulty of going beyond a superficial interactional format to provide effective scaffolding and successfully realize a dialogic stance towards knowledge building. The paper considers the implications of these challenges for pre-service teacher education and offers suggestions for supporting teachers hoping to teach interculturally.

Within the last two decades, theorizing and research on language teaching and teachers have witnessed a fundamental shift of attention and orientation towards socio-cognitive aspects of teaching. This epistemic shift has been paralleled by the global reach of the English language, inspiring scholars to call for a paradigm shift in Applied Linguistics to drift away from Teaching English as a Foreign Language (TEFL) to Global Englishes (GE) Language Teaching (GELT). While the expanding body of the literature on GE pedagogy has focused on different aspects of this fundamental transformation, teachers' voices and cognitions have been often neglected in such discussions, despite their being an important element involved in the process. Against this backdrop, and guided by an activity-theoretic perspective as its analytical framework, the present qualitative study explored two Iranian English as a Foreign Language (EFL) teachers' cognitions about GE and GELT using semi-structured interview, stimulated recall protocol, and non-participant classroom observation. Despite differences in the cognitions of our participants regarding GELT, the results generally indicated that both teachers tended to prioritize the use of standard American or British English in their teaching practice, bearing testimony to the fact that there is still a theory-practice schism between disciplinary reality and folk reality when it comes to GE-related issues in the English language teaching (ELT) enterprise. Our analysis offers a depiction of the challenges related to introducing GELT into the curriculum. The results are deliberated in relation to the feasibility of GE-oriented pedagogy, questioning whether it is achievable or is merely an idealistic notion. Implications of the findings for second language teacher education are discussed in the end.

Despite English teachers' acknowledgement of the plurality of English and the emergence of different varieties of the language, the actual manifestations of this plurality and the associated principles do not seem to be equally embraced in their classroom approach. Against this background, this study investigated Iranian English teachers' conceptions of English as an International Language (EIL) and their corresponding instructional practices through semistructured interviews and non-participant classroom observations. Drawing upon the theory of planned behavior (TPB), as the theoretical/analytical framework, the researchers explored the participant teachers' behavioral, normative, and control beliefs underlying their intentions and actual classroom practices with regard to EIL. Findings revealed that although the teachers acknowledged the importance of raising learners' awareness of EIL in different aspects of their language use, they still leaned towards standard American or British English in their actual instructional practices. Such propensity was informed by their attitudes toward the inclusion of EIL principles, their perceptions of the existing social pressures, and their perceived difficulty of adopting an EIL-aware pedagogy. Moreover, the participant teachers' actual classroom instructions were found to be incongruent with their beliefs about the importance of raising students' awareness regarding different English varieties. Implications for language teacher education are discussed.

This paper deals with the role of the scholarship of teaching and learning (SoTL) among staff on teaching-only contracts in UK higher education, particularly in contrast with the activities of research-active staff. Drawing on the results of a quantitative study carried out during the summer of 2021 among modern foreign language teachers in 64 UK universities, the questions of the status and purpose of SoTL are addressed. The results of the survey show that, beyond the traditional two-tier division of academic labour based on the research vs. scholarship dichotomy, a third group of academic staff with no research or SoTL responsibilities has emerged in recent years. The paper concludes with recommendations to review the existing divisions between staff on research, SoTL and teaching-only contracts in order to create a more inclusive academic environment where individuals in different types of academic posts can fulfil their scholarly potential.

Teacher continuing professional development (CPD) is almost always on the top of educational agendas in any country of the world. While existing studies primarily emphasize effective CPD programmes, this qualitative research seeks to deepen our understanding by examining the nuanced interplay of teacher's unique working contexts, historical backgrounds, and social influences within the CPD landscape. To investigate the strong shocks resulted from the special period of time - the COVID-19 pandemic - to teachers and the approaches to accommodate the issues on the basis of the workplace, this qualitative study adopts a longitudinal, single case design to examine a Chinese language teacher's boundary crossing in CPD during the period of the COVID-19 pandemic. Data was collected over a period of seven months, from the beginning of January 2023, the time of the COVID-19 pandemic to the end of July 2023, students returning to school. Guided by boundary crossing and Cultural Historical Activity Theory (CHAT) theoretical frameworks, this study suggests that the teacher employed a variety of CPD tools which supplemented and interconnected for different CPD objectives. CHAT conceptualize the complexity and the dynamic nature of CPD and contextulize the trajectory of boundary crossing. By employing a nuanced and comprehensive approach, this study contributes to the ongoing discourse on teacher CPD, recognizing the complexities of teacher CPD and the intricate interplay of contextual factors that shape teachers' professional development trajectories.

This convergent parallel mixed-method study (quan + QUAL) relies on systematic classroom observations of mainstream teachers considered highly effective with multilingual learners in the United Kingdom and the United States (N = 9). Using a critical sociocultural theoretical lens, we use an established quantitative observation rubric and lesson field notes to capture real-world teaching practices. Using deductive reasoning to merge closed- and open-ended observation data, we illuminate the features of highly effective teaching for multilingual students. Evidence demonstrates that elements of challenge in activity design and teacher presentation, prioritizing language and literacy development, and modeling, were practices with the highest consistency across countries. At the same time, other features leave room for future growth. Lesson analysis unpacked various ways teachers enact effective teaching based on country context. Despite educational policies that may conflict with strong teaching for multilingual students, linguistically responsive teachers in both countries transcend curricular and testing constraints by intentionally enacting lessons that richly scaffold learning.

The aim of the research project was to consider whether theoretical underpinnings of the concept of differentiation would help a group of modern languages student teachers develop their understanding and practice of differentiation in the classroom. This was a small-scale inquiry with qualitative data collected from three sources: student teachers, mentors and the course tutor of a one-year initial teacher education programme. The focus of this article is on the student teacher data only, collected via their reflections and responses to specific set tasks. Key findings to date have revealed that: a Postgraduate Certificate in Education course structure based on a theoretical framework with a focus on student learning enabled student teachers to engage in a wide range of effective differentiation strategies; they adopted approaches to differentiation mainly involving different levels of ability; they focused on the individual needs of their learners and adopted an inclusive approach to differentiation. Recommendations include the use of a wide range of theoretical perspectives to support student teachers in making the links between theory and practice explicit; the use of directed reading of theoretical texts; and the adoption of a reimagined definition of differentiation.

By telling autoethnographic stories, the author reflects upon her 16 years of EFL teaching and four years of MSc TESOL and PhD Education studies. Teacher intuition has played an important role in guiding her to make pedagogical decisions and judgments. Several teaching activities and designs are presented to demonstrate how the author followed her intuition and achieved 'successes' in her professional development. From unconsciously drawing on teacher intuition to consciously using the term to empower peer teachers; from making attempts to theorise her teaching practice to realising the superficiality of the complication, the author experienced transformative changes in her perceptions of teacher intuition. She came to realise that teacher intuition draws on theoretical knowledge but goes beyond it. Considering the potential value and unrecognised status of teacher intuition in language teacher education, it is advocated that teacher intuition be incorporated into teacher education as a contributing factor to teacher development.

Framed in teacher research, this article examines on how a group of 220 preservice language teachers' understandings of teacher agency evolved in a course on second language teaching curriculum. The participants were enrolled on a master's program on teaching English to speakers of other languages (TESOL), and data were gathered through course activities which included two surveys, reflective blogs, and an essay. Based on inferential statistics and qualitative content analysis, findings show that, with different degrees of confidence, the student-teachers believe that their projective (future) agency was harnessed through the course developing (1) willingness to use teacher agency as a tool for professional development and (2) willingness to use teacher agency as a drive to engage in critical teaching practices for multilingual settings. Drawing on a trans-perspective of language teacher agency, the study advances a model of projective teacher agency.

In recent years, English-language voluntourism (EVT) has grown in popularity, with many conceptualizing it as a form of cultural exchange between English speaking volunteers and members of a non-English speaking host community. This article explores relationships between and within volunteers and host groups of an EVT program in Lima, Peru. Using a postcolonial analytical framework, we explore how bringing together voluntourists and members of host communities from different socioeconomic backgrounds can reinforce inequality and difference between groups, even when framed as a "cultural exchange." Presenting the idea of "worlds within worlds," we argue that EVT, and the diffusion of English as a foreign "world" language, underscore an unequal and postcolonial dynamic between actors and the "worlds" from which they originate, both internationally and intra-nationally. In this way, EVT as cultural exchange creates a microcosm for maintaining wider systemic structures and inequalities.

Academic visitor programs aim to enhance university teachers' teaching and research capacity and intercultural competence. Its impact, however, has remained under-researched. Using the data collected from two rounds of in-depth interviews with 13 Chinese university English teachers over a year and a half, this study explored their experiences as academic visitors in the UK through the lens of professional identity. Findings revealed that the participants came with various expectations and negotiated and constructed different identities during their academic visits. The participants' developing identities in turn affected their investment in their professional development in their situated contexts. The study provides important implications for academic visit programs which need to be designed in line with the complex needs and identities of university teachers.

The COVID-19 pandemic changed the curricula and mode of instruction for many postgraduate taught and research programs. Before the pandemic, many MA TESOL programs included on-campus tutorials as requirements, as the curricula were designed based on on-campus activities. However, as the United Kingdom restricted face-to-face teaching due to social distancing, most of the courses were switched to online learning platforms during the pandemic. Although most courses returned to on-campus teaching during the 2021/2022 academic year, a group of East Asian international students decided to continue their MA TESOL program online as an alternative option. The purpose of this study is to understand the experiences and decision-making processes about this group of MA TESOL students and their decisions to finish their degrees via the online completion option. In line with social cognitive career and motivation theory, the results indicated that flexibility, career development through online learning options, and concerns about job security were the main three themes that arose within this group of students. The outcomes provide suggestions to university leaders and program directors in regard to developing additional online courses and programs to meet the needs of adult and postgraduate students who cannot attend on-campus courses, particularly MA TESOL learners.

The use of educational technologies in English language teaching (ELT) has become widely accepted in the post-pandemic era, and, for better or worse, some of these technologies rely on artificial intelligence (AI). As an area of technological growth and increasing financial investment, we are likely to see more AI-driven technologies in teaching and learning in the post-pandemic ELT world. We are currently in the stage of 'weak' AI, which typically performs restricted tasks within specific domains relatively well. However, 'strong' AI, equivalent to human intelligence, is the long-term goal, and although this is no more than a theoretical construct at present, we can expect 'stronger' AI to emerge over time. ELT will not be immune to this development, and it behoves us as language teachers to be familiar with AI's current benefits and challenges, so that we can better prepare for that future. This article describes how AI is currently used in ELT, and explores some of the opportunities and challenges that AI can provide for learners, teachers and institutions. Ethical issues such as collecting learner data, surveillance and privacy are considered, as well as learner wellbeing and the digital literacies that teachers and learners will need to develop to co-exist in a brave new world of educational AI. Chatbots are examined as one example of AI-driven technology for language learning. There are of course many more, such as machine translation, intelligent tutoring systems and automated writing evaluation to name just a few; however, a detailed consideration of these is beyond the scope of this article.

The concept of 'learner-centered education' (LCE) continues to be defined inconsistently across the literature, and very little research has examined LCE from the perspectives of the teachers themselves. This study addressed this gap by conducting a quantitative survey with 248 English language teachers. The study sought to examine 1) whether or not participants had heard of LCE; 2) how confident they felt explaining the concept; 3) how they would define LCE; and 4) how useful they felt the concept was to their practice. Teachers were asked to rate the extent to which they agreed with 10 potential aspects of LCE that had emerged from a metaanalysis of the literature. The study found that the teachers interpreted LCE in a broader way than is typically found in definitions in the literature, generally agreeing that all 10 aspects should be included in a multi-faceted definition of LCE. Some aspects (such as 'Active participation') were considered important by a larger number of teachers. Moreover, certain variations were noted based on factors such as participant nationality, further reinforcing the idea that a more flexible, context-led approach to defining LCE might be more useful than the numerous contradictory definitions found in the literature.

Various forms of proofreading of student writing take place in university contexts. Sometimes writers pay freelance proofreaders to edit their texts before submission for assessment; sometimes more informal arrangements take place, where friends, family, or coursemates proofread. Such arrangements raise ethical questions for universities formulating proofreading policies: in the interests of fairness, should proofreading be debarred entirely or should it be permitted in some form? Using questionnaires and semistructured interviews, this article investigates where three university stakeholder groups stand on the ethics of proofreading. Content lecturers, English language tutors, and students shared their views on the ethics of various lighter-touch and heavier-touch proofreader interventions. All three parties broadly approved of more minor interventions, such as correcting punctuation, amending word grammar, and improving sentence structure. However, students were found to be more relaxed than lecturers and language tutors about the ethics of more substantial interventions at the level of content. There were outliers within each of the three groups whose views on proofreading were wide apart, underscoring the difficulty of formulating proofreading policies that would attract consensus across the academy. The article concludes by discussing the formulation and dissemination of appropriate, research-led proofreading guidelines and issues for further exploration.

The ownership of English has been hotly debated for a long time by researchers in the field of English Language Teaching (ELT). World Englishes expand the ownership of English from Inner Circle countries to Outer and Expanding Circle countries based on Kachru's (1985) Three Circle Model. In light of this, it can be claimed that World Englishes concept raises awareness about different varieties of English. Therefore, the more widespread the World English concept has now become, the more research is needed to contribute to the field from different contexts. In keeping with this aim, the present study mainly focuses on accent preferences of non-native English instructors from Turkey between the two standard varieties of English, pronunciation teaching, and attitudes towards non-native varieties of English. The questionnaire and interview data collected in this mixed-method design study showed that there was a positive attitude towards adopting British accent among 37 English language instructors working at either state or private universities in Turkey. The study also revealed that there might a relationship among English language instructors' accent preferences, their beliefs about pronunciation teaching and their beliefs about the ownership of English. Taking into consideration these findings, the present study suggests some implications for both teacher educators and curriculum development units.

Where academic literacies are understood as situated social practices, effective academic literacy support needs to reflect the disciplinary and institutional specificity of the practices. However, the institutional separation of academic literacy teaching from disciplinary subject teaching, typical of UK universities, creates significant obstacles to the enactment of these principles. One response to this separation suggests academic literacy support in the form of embedded collaborations between EAP practitioners and disciplinary lecturers. This paper reports on two complementary pieces of research investigating one such embedded academic literacy intervention, that of a collaboration between EAP practitioners and TESOL lecturers scaffolding the writing of a practice assignment. The findings for the two studies strongly suggest that the academic literacy intervention facilitated student academic literacy development. The intervention model could also be seen to draw effectively on the respective areas of expertise of disciplinary lecturers and EAP practitioners with positive consequences for the learners and for the disciplinary lecturers and EAP practitioners themselves.

The near universal use of electronic learning (e-learning) in higher education (HE) today requires that students and teachers are equipped with the requisite digital literacy skills. The small-scale pilot study we report on here explored the views and experiences of EAP (English for Academic Purposes) teachers regarding their development of digital literacy skills, their application of e-learning technology in their teaching, and their perceptions of its value as a learning tool--areas on which there has been little research to date. A convergent parallel mixed methods approach was adopted, in which a survey was administered to the research participants and a follow-up focus group conducted. The data were analysed, with findings revealing that the EAP practitioners surveyed utilised a range of online tools such as video, plagiarism software and corpus linguistics tools. A number of benefits and limitations associated with e-learning were cited by participants, including increased student engagement and motivation, the development of learner autonomy, and the cultural capital it represented in respect of students' future careers. Meanwhile, the limitations identified included a lack of time for teachers to develop digital literacy and insufficient pre- and in-service training opportunities focused on the effective use of digital technologies and managing technical issues. We conclude with a series of recommendations to facilitate EAP teachers' development and use of e-learning in their practice.

This study, based on two questionnaires directed to translation lecturers in UK Higher Education (HE), aims to explore the teacher awareness of learner autonomy in the UK university translation classroom, and the extent to which students of translation are encouraged to become autonomous learners. It covers six aspects of translation education, i.e., objective setting, learning strategies, resources, technology, learner reflection and assessment, and teacher's role. The results provide insights to the teachers' understanding of student choice, control and responsibility in autonomous translation learning. The findings suggest that the translation students in UK HE are offered the most choice in translation resources and technologies, and the least choice in co-deciding translation syllabi, specialized professional goal and teaching materials; they seem to share consistent control with their teachers over the whole learning process, from goal-setting, to translation task completion, group collaboration, final version and translation quality criteria decision, to self-evaluation and reflection; they are encouraged to take responsibility for their translation products, collaboration in class, for learning to translate, and learning to evaluate and reflect. Nevertheless, the importance of encouraging student self-evaluation, peer-evaluation and self reflection in UK translation education seems to be underestimated, and is recommended to be brought to the forefront of further research.

This paper sets out to answer two questions by characterizing and deconstructing Alan Davies's seminal views and concepts -- especially his ostensive views and his native speakerism -- within the context of applied linguistics. Arguing that these are some of Davies's seminal views and concepts, it offers a philosophical framing of his ostensive views and his other views by maintaining that they entail elements of philosophizing and fragments of the postmodern turn in the manner in which they are articulated in relation to applied linguistics. The paper also argues that Davies's views of native speakerism are constructed within a classical binary perspective and, thus, can be construed to be fostering othering non-native speakers. In addition, it situates native speakerism within de-coloniality, epistemic break and de-linking, arguing that a decolonial framework lends itself well to critiquing native speakerism. On this basis, it contends that there is a need to reconceptualize the notion of native speakerism that resonates with a decolonial perspective. Lastly, the paper offers implications de-coloniality has for ELT.

For agentive and influential involvement in online communities, language learners and teachers need to develop critical digital literacy (CDL), conceptualized by Darvin (2017) as an awareness of "how meanings are represented in ways that maintain and reproduce relations of power" (p. 5) and thus privilege some and marginalize others online. Virtual exchange (VE) provides an ideal socio-cultural and socio-semiotic context for fostering CDL (Hauck, 2019) as it is an educational intervention that is--by default--digitally mediated. In this contribution, we examine the employment of semiotic practices for multimodal representation and how they "shape power relations with others" (Bezemer & Jewitt, 2009, p. 1), thereby drawing on a social semiotic approach (Bezemer & Kress, 2016) to CDL (Bilki et al., 2023). Our insights stem from a six-week VE between two higher education institutions in Turkey and the UK, which brought together 48 future English as a Foreign Language (EFL) teachers. The task-based exchanges yielded a rich dataset which allows us to illustrate how CDL is materially achieved through transformative processes observed in multicultural, multilingual, and multimodal interactions. Our findings speak to Kern's (2014, 2015) appeal for a relational pedagogy and highlight the need to promote CDL in EFL teaching and teacher education to foster critical reflection on meaning-making conventions while exercising agency to establish powerful online relations with others.

This article discusses Vietnam Virtual EXchange for English Language Teaching (ViVEXELT), a project funded by the British Council -- Vietnam (Digital Learning Innovation Fund Pilot -- Response to COVID-19). It makes a substantial contribution to the theorization of Virtual Exchange as a fertile and inclusive knowledge-sharing Third Space. ViVEXELT proposes a distinctive internationalization of the curriculum (IoC) model, where students and staff involved in formal ELT courses in higher education collaborate with ELT practitioners from other ELT educational sectors to co-construct Sustainable Development Goals-inspired ELT materials. ViVEXELT attracted over 200 participants from 46 different educational level institutions between June 2021 and March 2022. The rich qualitative data collected illustrate that ViVEXELT supported its participants with developing online interactional and intercultural competence, while also providing them with opportunity to reflect on the learning gains from the pandemic for their future ELT practice, such as the effective use of breakout rooms.

The development of English as Medium of Instruction (EMI) at the tertiary level has been accelerated by the ever-increasing degree of higher education internationalisation. The study, based on a survey with 112 students and semi-structured interviews with 16 instructors collected at a Sino-foreign cooperative education institution in China, explores students' perceptions of and adaptation to EMI teaching and learning. The findings indicate that students show a positive attitude towards EMI teaching and learning. Students' motivation and prior English proficiency are important factors that influence their learning experience through EMI. Tailored pedagogical strategies to facilitate students' learning, an enhanced level of collaboration between EMI teachers and language teachers, and the provision of an immersive sociolinguistic environment conducive to EMI are also instrumental. The study suggests a range of strategies and policy implications that might benefit EMI teaching and learning in non-Anglophone countries that are keen on higher education internationalisation.

Teachers' professional identity is multifaceted and fluctuating, and while it is formally developed during initial teacher preparation, it is influenced by experiences before and beyond teaching programmes. The aim of this paper is to investigate the extent to which a module on language curriculum development may influence the professional identity formation of international and UK student-teachers enrolled in a master's programme in teaching English to speakers of other languages at a UK university. The study was carried out with 30 student-teachers in 2021, and data were collected from an ecological perspective as data sets came from the regular module delivery. Findings show that the student-teachers articulated four spheres of professional identity. Located in the past, the language learner identity helped them reflect on good practices. Their present student-teacher identity was characterised by their acknowledgement of language education as a research-informed area. Drawing on these two spheres, they displayed two future spheres of professional identity: teacher identity and curriculum developer identity. The latter demonstrates that the module not only enabled the participants to imagine a new career path but also helped them reflect on their anticipatory agency and self-efficacy.

This activity report describes a sample unit (Effective Data Presentation) from a communication course prepared as part of an Intellectual Output within the BADGE Project, which was carried out by 12 partner universities from 10 countries during 3 academic years (2019-2022). The article first describes the results of a survey which show that language and communication classes need to integrate more LSP competences so that students become better acquainted with both general and specific language. Moreover, the report analyses and explains the existing practical difficulties for language and subject teachers alike in maintaining a distinction between "knowledge of a subject" and "knowledge of the language of a subject." Secondly, the report presents a sample from a communication course prepared for engineers encompassing effective data presentation and its interpretation during LSP courses. Finally, the article reflects on the future challenges for LSP teachers and the reasons why academics should integrate professional knowledge and specialist language within the same course.

The article examines the transnational mobility experienced by two language teachers of Mexican origin, one who migrated to the United States and the other to the UK. Drawing on autobiographies and in-depth interview data, the analysis shows the complex relationship of different factors in shaping how the participants experienced their transnational mobility processes. These factors include differences in their sense of agency, the link between their bilingualism and their professional identities, and the emergence of different positionings regarding their previous and current work contexts. The article concludes by outlining the implications that the findings have for policy and practice.

This article reports the results of a qualitative study which explores the personal and professional identities construction journey of a migrant teacher of English as a second/additional language from Hong Kong, following her arrival in the United Kingdom. Grounded in a theory of language teacher identities and drawing upon Mikhail Bakhtin's theory of dialogue, the study uses narrative methods of inquiry to understand this migrant teacher's identities construction experiences. Findings suggest that a series of discursive struggles construct the meaning of the identity 'migrant teacher' and that these struggles manifest in multiple professional identities construction dilemmas for the teacher. The results contest the deficit positioning of migrant teachers, demonstrating how discursive forces can be marshalled in ways that create new and possibly hitherto unconsidered opportunities for their professional identities construction. Implications for policy makers, school leaders, and other teachers wishing to support migrant teachers are discussed and suggestions for future research considered.

This case study explored the emotions, narrations, and actions of three first-year English as a foreign language (EFL) teachers to identify the factors that influenced their adaptation and how their emotions reflected their needs for professional development. Data were collected from teacher participants' reflective journals and two semi-structured interviews (at the beginning and the end of a school year). Findings foregrounded some major problems that first-year EFL teachers experienced, including the need for guidance on teaching low-performing students and dealing with student diversity, reconciling their initial education with practical classroom realities, and teacher burnout and emotional exhaustion. Close analysis of the findings led to the assumptions that need-oriented induction and mentoring schemes, integrating personal and professional development are contributory factors for novice teachers' professional development. Implications of the findings are examined in relation to the induction mechanism and the school and professional community.

This study investigated EFL learners' comprehension of scalar properties of three types of emotion verbs, namely, fear type, liking and disliking emotion verbs and compare their performance with instructors and native speakers of English. The participants were 38 nonnative pre-service teachers from ELT department at a state university in Turkey, 11 ELT instructors at different universities and 10 native speakers from the USA and the UK. A scale construction task was administered, and data were collected via in person and e-mail according to participants' judgements on scalar emotion verbs in terms of their relative order on a linear scale. The quantitative data were analysed using SPSS. The results revealed that in terms of constructing consistent scales with previously determined scales in literatutre, pre-service teachers performed poorly for fear-type and disliking emotion verbs, they were partly successful in constructing consistent scales for liking verbs. It was also found that similarly instructors performed poorly in constructing scales for fear-type and disliking verbs, but they were better than pre-service teachers. They were also successful in constructing scales for liking verbs. Native speakers were successful in fear-type and liking verbs; however, like non-native participants, they performed poorly in constructing consistent scales for disliking verbs. This means that there are cross-cultural differences among participants' judgement of emotion verbs on a linear scale in terms of their intensity. This study provides valuable information for the studies on lexical resources (e.g., VerbNet, WordNet etc.) Previous studies (e.g. Fellbaum & Mathieu,2014; Sheinman, & Tokunaga, 2009) show a way to represent the scalar properties of emotion verbs in WordNet, and other possible extensions to additional verb families can cause a more subtle semantic analysis of emotion verbs in lexical databases with potential benefits for automatic inferencing, language pedagogy and translation. This study contributes to semantic analysis of emotion verbs in lexical databases. It also provides some implications for students, language teachers, and policy makers in terms of vocabulary learning and teaching.

This paper examines digital inclusion and equity in international higher education with particular focus on Global South-North Collaborative Online International Learning (COIL). Practice examples, bringing together students and academics in Brazil, South Africa, and the UK, are used to consider how COIL is being integrated into higher education curricula to interrupt western hegemony and open up spaces in which "otherwise" ways of knowing, being, relating and expressing can thrive. We consider COIL as a Third Space within which academics can help facilitate the different intellectual, emotional, and socio-cultural positionings of Global South-North students and reflect on how meaning-making and engagement can be transformed as a result of this dialogue. We also recognize how the digital environment as a Third Space can be experienced as inaccessible and troublesome and make suggestions on how South-North digitalization practices can be designed to address access and inclusion needs of students and academics.

The concept of the "native speaker" (NS) remains a constant interest in the field of language pedagogy due to the need the field has for models, goals and norms (Davies, 2003, p. 1). On the other hand, some other researchers such as Byram (1997) in his model of intercultural competence (ICC) and Cook (2012) in his model of multi-competence have argued against the NS as a norm of assessment and deemed it an idealistic, unrealistic goal. In the context of Arabic language, given its complex sociolinguistic situation, it is essential to identify the role of NS for assessing the non-native learner's level of proficiency. This paper discusses the usefulness of the NS as the only source of language data, and investigates whether it should be taken as an assessment norm in an Arabic language context. Semi-structured interviews were conducted with nine assessment stakeholders who fall into three categories; assessor teachers, teachers, and learners of Arabic as a foreign language in the UK Higher Education context. Findings showed contested opinions regarding the assessment norm of Communicative Arabic Proficiency (CAP), and pointed out an existing norm of the educated native speaker despite the complex relationship between the concepts "proficiency and education" in the Arabic context. Alternatively, a diglossic competent L2 user was identified as a potential norm, although the definition of this concept remains unclear.

In a world which abounds with digitally-driven changes, an orthodoxy of technology adoption and utilisation in higher education is emerging, and it is deemed critical for steering the discussions of experts for planning and implementing a digitally-enabled ecology where students and faculty members alike will benefit. Although several types of software that host educational or training content for students have been used in previous studies, the aim of this EU-funded project was to design a digitally-enabled platform that would afford culturally-driven exchanges between university students and collaboration among faculty members of the same disciplines across Europe. The platform is based on, but extends beyond, principles of standard Learning Management Systems (LMSs) and Facebook, by affording Web 2.0 tools, Augmented Reality (AR) applications, and QR codes. Further, the platform has been designed based on multiple pilot testing phases, students' individual needs, instructors' constructive feedback, and the tailored needs of each academic discipline. This EU-funded project is a joint effort to guide instructors and students in experiencing the curricula in different academic institutions, to guide instructors and students in understanding the affordances and contradictions of intercultural telecollaboration, and to guide students in developing a conceptual understanding of complex constructs in their discipline.

Research reveals a rapid expansion of Open Educational Resources (OER) supporting global access to higher education for continued professional development (CPD) for in-service teachers. This offers interactive opportunities for participation and reflection to support the development of teacher cognition through a globally-oriented online community. This paper will indicate whether the OER MOOCs designed for CPD of in-service English language teachers (ELT) have a role in developing teacher cognition. It also examines the inservice teacher experience of MOOC participants and proposes that teacher cognition and evaluation of cognitive change remain central to understanding teachers' experience of learning on MOOCs. Brookfield's (1995) critical incident questionnaire (CIQ) captured the weekly experience of six inservice ELTs undertaking a CPD MOOC over four weeks. Thematic analysis and descriptive statistics were applied to CIQ data to examine changes in participant cognition. Teachers reflected on how MOOC developed their own knowledge, their learners' knowledge, and to a lesser extent, their colleagues' knowledge. The findings cast new light on the influence of MOOC which primarily shows that in terms of their own knowledge, teachers have a strong tendency to view MOOC participation as a pathway to their own development.

This article explores a cross-disciplinary collaboration within English for Speakers of Other Languages (ESOL) provision for adults born outside the United Kingdom (UK). By foregrounding collaborative practice between a language practitioner and an artist, we offer a practical experience of working beyond and besides language which offers both an example and a challenge to academics seeking to analyse arts-informed educational practice. We propose that attention to voice in ESOL can make a significant contribution to achieving the complementary aims of confidence in the target language and developing multilingual, multi-directional community integration.

These days, many pre-service and in-service language English language teachers now complete at least part of their professional training overseas. There is, thus, an important question concerning the impact of intercultural encounters on teachers' perspectives towards the English language and the teaching of English. This paper reports on a study of how a small group of in-service teachers interpreted their experiences of intercultural communication in the UK whilst completing an MA TESOL degree, illuminating the nature of teachers' perceptions of language and culture and how teachers translated insights derived from reflection on experience into pedagogic insights for the teaching of English as a global language. The findings reveal that participants' views shifted away from highly normative conceptions of English language use as they recognised the variability and fluidity of communication in real-life intercultural encounters. Based on critical moments in their communication experiences, teachers articulate the importance of broadening their own learners' perspectives on diversity within the English language and helping them develop cognitive and attitudinal tools to interact appropriately with diverse others. The paper contributes to understanding of the facilitative potential of teachers' reflections on their own experiences of linguistic and cultural diversity in coming to formulate pedagogical ideals and concrete methodological possibilities.

Learning a new language after forced migration has hardly ever been studied from the perspective of children. Their viewpoint, however, gets even more important, if we want to understand the lifelong consequences of their early experiences. With this aim, we use autobiographical accounts of persons who were rescued from Nazi Germany and brought to Great Britain in 1938 by an operation known as Kindertransport. The Kindertransportees' memories of learning English are precious also with regard to the 21st century, where the share of minors in forced migration is steadily increasing, and where language teachers are struggling with the task of successfully teaching the newly arrived students. Our contribution aims to inform teacher education by building on the sociolinguistic concept of Voice, and exemplifying what a favourable context for language learning might look like in times of increasing forced migration.

Recent articles on the problems of 'locus of enunciation' have focused on research and publication as well as on theoretical development of the concept. It is an issue in teaching and learning too, and this is the focus of this article which argues that to reject teaching approaches in 'the South' because they come from 'the North' is, first, counter to the principles of academic freedom upheld as much in the South as the North, second, prevents learners from having access to important knowledge and third, ignores the ways in which learners in 'the South' can 're-enunciate' what they have learned from 'the North'. Our argument has its origins in our own experience of censorship in the name of 'locus of enunciation'. As language teachers, we demonstrate that internationalist and pluralist ways of thinking can and should lead to cultural, intellectual humility and that this is a better basis for making judgements than a preference for 'our' locus of enunciation over 'theirs'. We illustrate our argument with the pedagogic project that gave rise to the use of 'locus of enunciation' as the basis for rejection of our teaching, to show how the project can be read 'otherwise'.

This article addresses the practices that English for academic legal purposes (EALP) teachers employ to tackle law subject content. It draws on research that took place in a British university pre-sessional course for third-year undergraduate and postgraduate law students. The data come from tutorials, legal skills classroom observations and semi-structured interviews. The original study examined four EALP teachers; here I focus on the findings regarding one EALP teacher with sound experience of teaching EAP but no specific law background. The results of the study show that in EALP, as well as wider English for specific academic purposes (ESAP) contexts, limited subject-content knowledge (SCK) can lead to the frustration and lack of confidence of the ESAP teacher, and suggest utilizing the SCK of experienced colleagues and students to address this.