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This study investigated and identified the common computer-assisted language learning (CALL) teacher training types in the Iranian private language schools (PLSs), and their effectiveness in shaping and encouraging teachers' use of new technologies. An exploratory mixed method approach was employed, and a total of 86 Iranian EFL (English as a foreign language) teachers participated in this study. The results indicated that teachers were primarily self-trained, in the absence of comprehensive CALL training provided by either PLSs or teacher training courses offered at university level. It was concluded that self-training had resulted in subsequent sporadic and non-systematic use of CALL by teachers. [ABSTRACT FROM AUTHOR]

Vor dem Hintergrund der spezifischen Situation von Deutsch als Fremdsprache in Japan geht der Beitrag der Frage nach, wie Fortbildungen gestaltet sein sollten, um den Bedürfnissen der Lehrenden gerecht zu werden. Im Zentrum steht die Analyse einer Befragung von Teilnehmenden einer zweijährigen Qualifizierungsmaßnahme. Es werden Daten sowohl aus einer Umfrage als auch Interviews analysiert und die Ergebnisse in den Diskussionen zum beruflichen Professionalisierungsprozess von Fremdsprachenlehrenden eingeordnet. Der Beitrag zeigt auf, weshalb es wichtig ist, dass sich Fortbildungen nicht in erster Linie an wissenschaftlichen Konstrukten orientieren, sondern an den beruflichen Selbstbildern der Teilnehmenden und ihren Erfahrungen mit Unterricht in konkreten Kontexten. Against the background of the specific situation for German as a foreign language in Japan, this article reports on findings of a study investigating how in-service training should be conceptualized to meet the needs of teachers. The analysis draws on interviews and questionnaires with participants in a two-year program, and the results are discussed in the context of current trends in foreign language teacher education. In general, the article foregrounds – by focusing on individual experiences in the investigated program – the importance of considering the participating teachers, their professional self-images, beliefs and specific working conditions. The analysis illustrates why these aspects should form the basis for in-service training. [ABSTRACT FROM AUTHOR]

In diesem Beitrag wird ein Schreibprojekt für angehende DaF-Lehrkräfte in Deutschland und Studierende der Auslandsgermanistik in Polen vorgestellt. Nach einer Darstellung der Rolle des Schreibens im Fremdsprachenunterricht und in der Fremdsprachenlehrerausbildung wird auf ausgewählte Online-Projekte eingegangen. Im nächsten Schritt werden die Ziele und der Ablauf des bereits erwähnten Projekts beschrieben. Im Anschluss daran wird das Projekt aus der Sicht der Lehrenden und Studierenden ausgewertet. Ziel dieses Beitrags ist es vor allem, zur Durchführung ähnlicher Projekte mit angehenden DaF-Lehrenden in den deutschsprachigen Ländern und internationalen DaF-Lernenden/-Studierenden – z. B. in der Auslandsgermanistik und in Studiengängen der Übersetzung – zu ermuntern. This article presents a writing project between students of German Studies in Poland and future teachers of German as a Foreign Language. Firstly, we discuss the role of writing in the language classroom and in teacher training. We subsequently describe the aims and the process of our project and, eventually, evaluate the project from the perspective of the learners and the teachers. With our article we would like to encourage the organization of similar projects with students of German as a Foreign Language in German speaking countries and international students of German Studies, Translation etc. [ABSTRACT FROM AUTHOR]

Das Interesse an Deutsch hat in den vergangenen Jahren in vielen Regionen der Welt wieder zugenommen. Der gestiegenen Nachfrage steht dabei nicht selten ein Mangel an entsprechend qualifiziertem Lehrpersonal gegenüber. Vor diesem Hintergrund entwickelt der Deutsche Akademische Austauschdienst (DAAD) im Rahmen des Projekts Dhoch3 gemeinsam mit deutschen Universitäten Online-Studienmodule, die für den weltweiten Einsatz in der akademischen Ausbildung künftiger Deutschlehrender konzipiert sind. Der kulturspezifischen Modifizierbarkeit kommt in diesem Zusammenhang eine herausgehobene Bedeutung zu. Sie manifestiert sich bei Dhoch3 in den drei zentralen Charakteristika Komplementarität, Adaptierbarkeit und Offenheit, auf die nach einer Verortung des Projekts im Kontext des beschriebenen Trends näher eingegangen wird. Um die vor diesem Hintergrund vielfältigen Anwendungsmöglichkeiten greifbarer zu machen, wird sodann ein theoretisch fundierter Vorschlag zur Gestaltung eines Blended-Learning-Arrangements gemacht, der als eine Möglichkeit der Umsetzung unter vielen gelesen werden kann. In many regions of the world, German as a foreign language has become increasingly interesting for learners over the past couple of years. At the same time, a lack of qualified teaching personnel can be observed. Taking this into account, the German Academic Exchange Service (DAAD) is developing thematic online study units designed to enhance the qualification of German teachers at universities around the world. The project, labelled Dhoch3, was developed in close cooperation with German universities. The culture-specific adaptability is particularly important in this project. Complementarity, adaptivity and openness are the three core dimensions which will be presented in this article, following a comprehensive overview of the trend described above. To make its diverse possibilities of use more tangible, a theoretically underpinned framework for a blended learning environment will be proposed, as one out of many possibilities of use. [ABSTRACT FROM AUTHOR]

Der Beitrag führt in die Entstehungsgeschichte, die Inhalte und den fachdidaktischen Ansatz dieses multimedialen Fort- und Weiterbildungsprogramms ein, das an Traditionen reflektierten Erfahrungslernens anknüpft. Die weltweite Nutzung sowie unterschiedliche Nutzungsformate werden vorgestellt. Berücksichtigt werden auch Modelle der Integration von DLL in die Lehrerausbildung, wie sie in Kooperationsprojekten zwischen dem Goethe-Institut und lokalen Universitäten entstanden. Besondere Beachtung finden die Praxiserkundungsprojekte, ein zentrales Element des Programms. Ihr Potenzial sowie ihre Herausforderungen werden auf der Basis bisheriger Forschung und einer aktuellen Befragung von Tutoren und Multiplikatoren kritisch erörtert. In this paper, the authors introduce the Goethe Institute's most recent program for in-service education of teachers of German. The history of this multi-modal program, its conceptual foundation and its content are explained, as well as various formats of program delivery in different parts of the world. In addition, the authors present models of integrating DLL into current pre-service teacher education programs, as they have developed in a number of cooperative ventures between the Goethe Institute and local universities. Since classroom action research projects constitute a core component of the program, the authors discuss its potential and challenges for teacher development based on some initial empirical research and a current worldwide survey of DLL tutors and teacher educators. [ABSTRACT FROM AUTHOR]

Highlights • Second language teachers working with refugee students face unique challenges. • Dialogic answerability provides a framework for teachers' choices around controversial topics. • Teachers are answerable to society and to students' cultural selves and future selves. • Controversial topics linked to past conflict and trauma tend to be avoided. • Topics linked to strong societal values tend to be included, despite their controversy. Abstract This paper uses a dialogic framework to analyse how teachers of Swedish as a second language to adult refugee learners in Sweden position themselves in terms of both planned and contingent approaches in the classroom in relation to values teaching and controversial topics. The paper draws on a narrative study which explored the stances of five Swedish for Immigrants teachers in relation to problematic topics through the use of narrative frames, picture prompts and interviews. Findings from the study suggest that teachers' choices to engage with or avoid values teaching and controversial topics can best be understood in terms of dialogic answerability, namely a moral responsiveness and responsibility to students as well as to the host society. [ABSTRACT FROM AUTHOR]

This paper reports on an investigation into two pre-service teachers' reflective learning through a series of integrated and interactive tasks (i.e., collaborative lesson planning, group consultation, microteaching and videoed reflections) in a teacher education course in Hong Kong. Relying on data gathered from interviews and reflection videos and informed by a tripartite model on teacher identity in practice, discourse and activity, the study revealed how the pre-service teachers engaged in reflective practice and identity construction in the course. The paper concludes with practical implications on how to design and implement effective reflective tasks in preparing and developing competent language teachers. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional 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 presents a cross-board comparison of the morphological characteristic of students of the Hungarian Language teacher training faculty in Subotica, Serbia based on their nutritional status estimate of their nourishment state. The sample was composed by 146 young adults from all four study years of the faculty, ranging from age 19 to 23. The following anthropometric measurements were carried out: body weight, height, skin fold thickness (skin folds measured at the scapula, triceps, biceps, ilium, hip, thigh and abdomen) and circumferences (waist, hip). The authors calculated and analyzed the data, including: the BMI (body mass index) with the formula, skin fold thickness and with 4-Site Skin fold Equation and waist hip ratio. Descriptive statistic was used to describe the morphological characteristics. Independent T-test and ANOVA analysis was performed to compare the students according to sex and age. The main results of the present study are: (1) no significant difference is found between the age groups in the case of either height or body weight, not for the young men or the young women in the study; (2) the differences between height and weight in the case of the male and female as characteristic for this age group can be observed; (3) the female students are more often found to be overweight or obese than the male students; (4) the majority of participant students can be classified into the normal nutritional status' category, which holds true for both the young men and women of the study; (5) the fat percentages calculated based on skin fold values show that in terms of weight, the majority of the female students fall under the 'acceptable' category, while the majority of the young men are classed as 'thin'; (6) in the case of abdominal overweight 20.0% of men and 19.48% of women belong to the category 'obese'. This information about the students of the teacher training program is vital, as these young men and women will play an important role as future teachers and thereby, as role models helping to prevent childhood obesity and guiding children throughout their education towards a healthy life style. [ABSTRACT FROM AUTHOR]

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia 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.)

Copyright of Pedagogy Studies / Pedagogika is the property of Vytautas Magnus University 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.)

Copyright of Eurasian Journal of Educational Research (EJER) is the property of Eurasian Journal of Educational Research 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.)

The article offers information related to the annual conference of the International Certificate Conference (ICC)- International Language Association eV to be held in May 2023 to discuss language learning policy issues. It also discusses the European Certificate in Language Teaching for Adults' (EUROLTA) latest online courses for language teachers including special EUROLTA for refugees in February 2023 Intensive EUROLTA that begins on March 23 2023.

An increasing amount of research has focused on the exploration of English as a Foreign Language teachers’ technological pedagogical and content knowledge (TPACK). However, in the field of native language teaching, such as Taiwanese, Hakka, Aboriginal languages in Taiwan, few studies have paid attention to understanding the teachers’ perceptions of TPACK. A survey was therefore conducted to examine 172 in-service Hakka language teachers’ perceptions of TPACK in Taiwan. The survey framework includes seven constructs: content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), and TPACK. According to the results, although the native language teachers were satisfied with their TPACK on average, they had relatively low confidence in CK, TK, and TPK. While the older male teachers tended to be more confident in their CK, the older female teachers were inclined to have less confidence in their TK. Teaching experience was positively related to the teachers’ perceived CK, PK, and PCK. Particularly, the importance of the teachers’ TCK, PK, and TK in their synthesized TPACK was identified. This study also provides suggestions for native language teacher training program design in the future. [ABSTRACT FROM AUTHOR]

This study examined seven Louisiana kindergarten immersion teachers' practices to evaluate students' oral target language production and compare the oral production elicited when different instructional practices were used over a single semester. Three rounds of three 20-minute observations in three different contexts - circle time, direct instruction, and centre time - were conducted in seven kindergarten teachers' classrooms at the beginning, middle, and end of the semester. Using the Association canadienne des professeurs d'immersion (ACPI) accepted language proficiency levels, the researchers focused on students' global capacity to communicate. Findings suggest that teacher practices influenced student oral language production and help identify specific, practical suggestions for improving language immersion teaching practices and immersion teacher training. [ABSTRACT FROM AUTHOR]

In the fields of Corpus Linguistics and Teacher Education, there is a substantial body of research relating to corpus applications in the classroom. However, the majority of such work relates to teacher training in tertiary education. In this article, a research project is described in which corpus training was included as part of a Certificate in English Language Teaching to Adults (CELTA), the popular four-week teacher training programme. Specifically, the project focuses on web-based corpus tools that provide frequency information. Observations and evidence are offered from both the trainees’ and trainers’ perspectives, and the subsequent analysis reveals a number of trends. Overall, it is argued that corpus tools are a valuable training resource on CELTA programmes in terms of developing language awareness and assisting in lesson planning, but that expecting trainees to use corpus tools during teaching practice remains unrealistic. In the ensuing discussion, practical considerations are provided for the integration of corpus tools into CELTA programmes. [ABSTRACT FROM AUTHOR]

The management of self-access centres (SACs) is often undertaken by teachers with little or no relevant management experience and it is also not uncommon for SACs to be staffed by teachers who initially have little or no relevant experience of working with self-access learning. As an attempt to identify some of the components of this dual problem, this paper presents a set of key tasks within the SAC context that require management and staff training. The emphasis is on those tasks which could not be ordinarily expected to be within a language teacher's professional training. The purpose of the paper is not to provide solutions for the problem, indeed that would be an impossible task, but to identify those tasks most urgently in need of attention by the manager and staff of a SAC. In this way, it is hoped, the manager and SAC management team can establish their own management and training priorities and look for appropriate solutions within their own working environments. [ABSTRACT FROM AUTHOR]

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica 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.)

New conceptualizations of English are challenging traditional norms of what the language is, as well as how it is taught and by whom. These changes, coupled with the expansion of teaching English across the educational spectrum from younger grades to tertiary levels, present challenges to many national education systems. The role of teachers' English competence, particularly in public-sector teaching, is central to how these educational changes play out in countries around the world. How classroom English language ability is described connects to many dimensions of teaching. This article argues that conventional definitions that connect general English proficiency, often based on generic statements about language use, do not address the type of classroom language teachers need in order to teach. Further, language training focused on general language fluency often does not directly address teachers' particular professional needs. Policies and practices based on these definitions disadvantage most English language teachers by defining problems of teaching quality in terms of deficits in general English proficiency. English-for-Teaching, a conceptualization of the English teachers' use in classroom language teaching, is based on a languages for specific purposes (LSP) methodology. The construct defines three functional areas of classroom language use - managing the classroom, understanding and communicating lesson content, and assessing and giving students feedback. The article outlines the construct and a professional development programme based on it. Analyses from implementing these programmes provided by ministries of education to pre- and in-service teachers in Japan and in Vietnam are discussed. [ABSTRACT FROM AUTHOR]

This paper examines Finnish language teachers' beliefs and practices related to singing, listening to songs, and reciting poems as teaching techniques, and whether their teaching practices are congruent with their beliefs. Teachers viewed all three techniques as highly beneficial for language learning. Singing and reciting poems were considered most suitable for teaching pronunciation; listening to songs was considered most suitable for introducing topics. For teachers who reported using particular techniques, their practice was supported by their beliefs. However, overall, reported teaching practices did not completely align with teachers' stated beliefs. These findings have implications for teacher training and future research. [ABSTRACT FROM AUTHOR]

This article looks at teaching presence (TP) in online intercultural exchanges (OIE) and its impact on student satisfaction. The question is examined on the basis of a study carried out as action research during two telecollaborative exchanges, both involving EFL teacher trainees from the Department of Modern Languages and Literature of the Pedagogical University of Krakow (PUK), Poland and their foreign partners from: Pädagogische Hochschule, Freiburg (PHF), Germany and University of California, Santa Barbara (UCSB), the United States. The study examines how teaching presence was perceived by the different groups, and how the perceptions influenced the students' evaluation of their telecollaboration. Based on the data gathered by means of (i) an anonymous survey; (ii) two anonymous reflection questionnaires; and (iii) classroom observation it is argued here that in telecollaboration TP is likely to be perceived differently by the individual groups participating in the exchange even if its different aspects had been discussed by the telecollaborating teachers during the set-up phase. This is because online intercultural exchanges are extremely complex and dynamic educational contexts. For the same reason, the relationship between teaching presence and student satisfaction, reported in publications to-date, seems to be less straightforward and more multifaceted in telecollaboration. [ABSTRACT FROM AUTHOR]

This study examines the language policy and research on technological developments in English Language Teaching in Malaysia. It analyzes the country's language policy and research on technological development in language teaching which has greatly influenced innovations in English language teaching. In the 21st century coupled with technological development, the demand of English has resulted in changes to the teaching of English in schools, colleges and universities. It is evident that the exposure of students to technology has encouraged the integration of technology in English language teaching in Malaysia. The study reveals that the use of facebook, blogs, whatsapp and other technologically driven approaches in teaching English have become popular methodologies in teaching English. Due to rapid technological development, it is recommended that training for English language teachers is necessary in order to cope with the rapid demand for pedagogy that incorporates IT so as to meet the needs of technologically advanced learners. [ABSTRACT FROM AUTHOR]

The purpose of this study is to open a window onto Italian Content and Language Integrated Learning (CLIL) teachers' language competence and the ways it is currently being assessed by presenting a specific case: one testing session of the first batch of future CLIL teachers aimed at assessing their level of competence in a foreign language, in which the authors were personally involved as decision makers, organisers and observers. To provide an insight into the issue, this paper first contextualises Italian CLIL teacher training within policy recommendations provided by the European Union and the Italian Ministry of Education. Secondly, it describes in detail the specific decision-making process related to the evaluation of aspiring CLIL teachers in Southern Italy in the vehicular language, to explore suggestions for and issues related to such evaluation. Finally, it presents the outcomes of this evaluation, drawing on survey and observational data, to uncover the descriptive characteristics of the individuals involved in the analysis (teachers in Southern Italy who volunteered to be future CLIL teachers), the extent to which they displayed willingness to communicate in the vehicular language of instruction and differences that emerged in perceived and actual proficiency, and across subgroups. The different perspectives of policy, test development and test outcomes inform suggestions for training of CLIL teachers in the Italian context and beyond. [ABSTRACT FROM PUBLISHER]

Copyright of Methodological Horizons / Metodički Obzori is the property of Juraj Dobrila University of Pula 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.)

Despite the growing focus on the dynamic nature of second/foreign language (L2) teacher motivation in recent years, the existing work has primarily explored fluctuations in motivational trajectories over macro timescales covering months and years. Micro-scale changes of motivation at the lesson level and the factors underlying such changes have received little attention, particularly in the context of online instruction. The present study aims to close this gap by investigating dynamic changes in teacher motivation in the course of regularly-scheduled online English-as-a-foreign-language (EFL) classes in Turkey, as experienced by two EFL teachers at the tertiary level. Changes in motivation levels and the reasons for these changes were tracked in eight 45-min. classes over two weeks. Data were collected via self-ratings of motivational intensity at 5-min. intervals, journal entries, interviews, and lesson plans. The analysis showed considerable variation in the motivation levels within the participating teachers, with the fluctuations resulting from a complex array of learner-related, course-related, and individual factors. Overall, the findings provide further insights into the situated complexity of L2 teacher motivation and suggest that L2 teacher motivation to teach online is characterized by temporal, individual, and contextual variation, being open to influences and displaying nonlinear development over timescales. [ABSTRACT FROM AUTHOR]

Utilizing Ruiz’s (1984, 1995) language orientation and language policy work, this ethnographic study compared two intercultural bilingual education (IBE) schools located in two Wichí-Weenhayek communities on both sides of the Argentinean-Bolivian border. We examined Wichí-Weenhayek and non-Indigenous teachers’ profiles, teacher-student interactions, and school-community relations. Findings showed that Wichí-Weenhayek teachers in Argentina played only teacher-aid roles and were unable to promote the Wichí language as resource. Although the Wichí-Weenhayek teachers in Bolivia taught in both languages and were in charge of instruction, these teachers did not have enough pedagogical training or materials to meet the language-as-right and language-as-resource goals of their IBE program. Regarding teacher-students interactions, the non-Indigenous teachers in Argentina used a teacher-centered model of instruction, while in Bolivia, teachers commonly interacted with their students using Wichí and employed more student-centered strategies. Finally, the school-community relationship in Argentina only happened in school because the non-Indigenous principal and teachers did not live in the same town as their students. In Bolivia, on the other hand, children and families commonly interacted with their Wichí-Weenhayek teachers inside and outside the school because all of them lived in the same town. Implications for the development of IBE programs that serve transnational Indigenous communities are discussed here. [ABSTRACT FROM PUBLISHER]

The CELTA certification is one of the most intensive, most prestigious, most widely recognized English Language Teacher Training courses there is in the whole world, and there are numerous reasons why people want the qualification. It is a course in which candidates learn an unbelievable amount in a relatively short time and receive an incredibly rewarding qualification at the end of it, which will surely open up 'secret' doors. Being authorized by Cambridge University the CELTA course provides the teachers of English with the practical experience and knowledge needed to develop their own skills as teachers. The present study aims to be a tool for those teachers in Romania who want to know more about this qualification, including definition, course aims, topics and components, as well as assessment. [ABSTRACT FROM AUTHOR]

In Australia’s changing curriculum landscape, it would be helpful for teachers of English, Languages (such as Indonesian or French) and English as an Additional Language/Dialect (EAL/D) to work together to identify shared goals, to promote plurilingual notions of language and literacy and, where appropriate, to align language and literacy teaching practices. This article provides four suggestions for collaborative practices which should strengthen educational outcomes in our linguistically and culturally diverse school populations. [ABSTRACT FROM AUTHOR]

The article is devoted to the content analysis of peculiarities of Master's professional foreign language training in Translation Studies and Interpretation at the universities of Slovakia. In the context of globalization and integration processes the study of European countries' experience, in particular, of the Slovak Republic has been actualized. The possibility of implementing progressive ideas of Slovak experience in university level foreign language training of specialists in humanities has been pointed out. The structure and content of the Master's curricula in Translation Studies and Interpretation have been analyzed. The communicative and intercultural approaches have been defined as the principle approaches of training. It has been noted that university level foreign language training of future specialists in humanities contributes to the forming of students' linguistic and socio-cultural knowledge. It has been indicated that students acquire conceptual knowledge of the problem on the coexistence of different cultures in socio-cultural space. The general positive characteristics of Master's professional foreign language training have been defined. [ABSTRACT FROM AUTHOR]

The article deals with revealing the peculiarities of language teachers' professional training in the context of British experience. The notions of philology, linguistics, philologist, linguist, language studies have been outlined and specified in the article. The titles of the curricula and their meanings in reference to language training have been analyzed. The reasons for an abundance of university curricula for language training have been justified. The content of Subject Benchmark Statement on Languages, Cultures and Societies has been defined. It has been stated that such processes as enhancing social values in the society, promoting integration processes and forming positive experience in the synthesis of classical and innovative approaches to training as well as the changes in the functions of training characterize the professional training of language teachers in Great Britain. On the example of De Montfort University the peculiarities of language teachers' professional training, in particular, ESL teachers, have been illustrated. It has been concluded that the methodological basis of future language teacher's professional training at British universities consists of personality-based, competency-based, integrative and differentiated approaches and is characterized by the orientation of the training content to forming and developing students' core professional competencies and rational combination of theoretical practical components. [ABSTRACT FROM AUTHOR]

This article proposes a pedagogic innovation in teacher education by articulating a method for writing learning outcomes for English language lessons in multilingual school contexts. The argument for this approach is founded on curriculum studies; however, the practice also draws specifically on applied psycholinguistic and sociolinguistic theories of teaching and learning the English language. Examples support this five-step process of writing learning outcomes in detailing how to identify a focus, specify language, ensure appropriateness, create coherence, and revise. Although the approach addresses research studies reporting that experienced teachers encounter difficulties in lesson planning, here the practice is offered as a way of educating novice teachers to clarify their ideas about language teaching and assessment through reflection. Additionally, the process serves as a means for teachers to develop greater language awareness as subject content knowledge. This technique of writing learning outcomes for language lessons, therefore, may assist in developing language teacher professionalism. [ABSTRACT FROM AUTHOR]

This article examines the differences in language learning strategies ( LLS) use between preservice teachers of English as a foreign language ( EFL) and Arabic as a second language ( ASL). It also examines the relationship between LLS use and language performance (academic achievement and four language skills) among ASL students. The study made use of survey research, questionnaires, achievement and proficiency test scores, and multiple regression analysis. Results show EFL and ASL students share similar use of six LLS (memory, cognitive, compensation, metacognitive, affective, and social). The six categories predict academic achievement and four skills performance in different ways. Memory and cognitive strategies predict neither academic achievement nor four skills performance. Compensation strategies predict listening performance, whereas metacognitive strategies predict academic achievement and writing performance. Productive and receptive skills share similar information processing operations in terms of strategy use. Affective strategies predict reading and listening performance, whereas social strategies predict writing and speaking performance. The study made recommendations for curriculum and instruction. [ABSTRACT FROM AUTHOR]

Despite the proven benefits of multimodal teaching and learning (i.e., through visual, sound, movement, print-based text, and technology) for students, little is known about how teachers of English language learners ( ELLs) integrate multimodality into their existing curriculums. In this study, the authors examined how two teachers who had limited experience with ELLs employed multimodality to teach ELLs in their content area classes. The study was situated within online teaching English to speakers of other languages ( TESOL) teacher education graduate courses, and thus all the data were electronically collected, including online discussion posts and multimodal final projects in which teachers demonstrated their multimodal teaching practices with ELLs through videos. Qualitative analysis of the data revealed that employing multiple modes for instructional supports to enhance linguistic text gave teachers opportunities to help ELLs gain nuanced understanding of subject-matter content knowledge, powerfully express what they learned, and discover a psychological refuge. Importantly, multimodal teaching was found to enhance ELLs' sense of accomplishment and self-esteem. The teachers also identified various issues around technology and lack of support from administration as constraints for integrating multimodality into the classroom setting. The findings have significant implications for research and teacher education in TESOL. [ABSTRACT FROM AUTHOR]

While the field of second language teacher education (SLTE) has expanded noticeably over the past decade, little attention has been paid to specific approaches to its curriculum. Taking a hidden-curriculum approach, I show that the curriculum of SLTE is focused predominantly on the content, method and assessment of teaching, which I describe as Tylerism. Moreover, the curriculum remains largely silent about such social concerns as the spread of violence. I argue that this silence itself serves as a frame of violence. In order to re-imagine the SLTE curriculum, I propose three principles drawn from rooted cosmopolitanism. [ABSTRACT FROM AUTHOR]

Nonnative English speaking teachers' oral proficiency and instructional strategies are the significant factors to become effective language teachers where English is not used as a daily communication medium. The study focuses on improvement of EFL teachers' instructional strategies. The main goal of the study is to develop an EFL instructional framework. The framework consists of SIOP (Sheltered instruction observation protocol) and a backward teaching and learning cycle. The backward cycle is used as a frame to implement the SIOP Model and the reflective coaching. A pilot study is conducted with the Korean teachers who have taught five lessons in order to examine effectiveness of the framework. The pre- and post-evaluation survey data, pre- and post-conference reflections, observation field notes, and five lesson plans are analyzed to see the effectiveness of the instructional framework. The survey results indicate that 26 of 30 items show greater means in the post-evaluation, and 2 items show the statistical significance in the t-test. The results from the five reflective coaching cases illustrate that both participants have reached the reflective thinking stage of experimentation, but only one has reached the evaluation stage, with a new conceptual schemata. Implications and future directions are discussed. [ABSTRACT FROM AUTHOR]

This paper presents the findings of a qualitative, comprehensive, student-centered research study, in which 66 subjects took part, and which aimed to assess the impact of emotions and feelings in the training of teachers of Spanish as a foreign language. Data was collected using individual and targeted group interviews, and analyzed using content analysis. The most significant data collected included constant references to the importance of liking (or disliking) the teacher, the student, the subject, the profession, etc. Bringing the three dimensions of the study (theoretical, methodological and empirical) together reveals an emerging affective phenomenon of great emotional relevance in the classroom, which deserves to be deeply researched and studied. This phenomenon has been conceptualized and named 'the like factor' (gustatividad), as an initial contribution towards understanding it. [ABSTRACT FROM AUTHOR]

It has been almost 20 years since what is known as the non-native Englishspeaking (NNES) professionals' movement-designed to increase the status of NNES professionals-started within the US-based TESOL International Association. However, still missing from the literature is an understanding of what a movement is, and why non-native English speaker teachers (NNESTs) in TESOL constitute a movement. This article draws on the field of sociology to explain the notion of a 'movement' and explains the emergence of the NNEST movement as a sociological phenomenon. The article furt'her discusses the NNEST movement's achievements in creating opportunities for leadership development, and research and publications; its partial achievements in providing NNES professionals networking opportunities; and its failure in promoting a more inclusive environment for NNES professionals. The article ends with a call for action. [ABSTRACT FROM AUTHOR]

This article presents the Film in Language Teaching Association (FILTA) project, a community of practice (CoP) whose main goals are first to engage language teachers in practical uses of film and audio-visual media in the second language classroom; second, to value the artistic features of cinema; and third, to encourage a dialogue between language teachers in order to share activities and creative approaches to the use of film and audio-visual texts in language teaching. This article examines the origin, development, experiences, and practices of the international and multilingual community of language teachers that forms FILTA (a community which includes teachers of Arabic, English, French, German, Italian, Mandarin, Spanish, and Urdu). It also looks at some recent European audio-visual and education policies that permeate current trends of film literacy in language teaching, and considers future challenges, including how to maintain growth and further promote engagement within this diverse CoP. [ABSTRACT FROM AUTHOR]

The article discusses the importance of lesson planning in second language teacher education. Topics covered include the opinion that lesson planning competence constitutes the essence of quality teaching, the argument that the pedagogical reasoning that underpins instructional planning is both practical and conceptual and the findings of studies on the role of lesson planning in teachers' development of pedagogical content.

This paper explores ethnolinguistic vitality among Japanese-Brazilians (Nikkeis). First, an 18-item questionnaire was administered to 33 individuals who attended a seminar on bilingual studies held in São Paulo. Then, two bilingualNikkeiteachers who participated in the questionnaire and who grew up to be bilinguals themselves were invited for a more in-depth one-on-one follow-up interview. This study confirms the importance of parental involvement as well as various social infrastructures that give rise to quality teacher training and community establishment. Key issues identified were: (1) linguistic and cultural capital ascribed to Japanese language and cultural knowledge, (2) persistence of the native-speaker myth, (3) the complex constellation ofNikkei, and (4) the lack of partnership between the Brazilian Government and Japanese-sponsored institutions. From our participants' narratives, we discovered that society still strongly reinforces beliefs that language teaching should be delivered by native L1 speakers, and that this ascription of native speaker superiority is impeding the training and hiring ofNikkeiteachers. It is crucial to establish Brazilian-Japanese governmental partnerships to realize effective Japanese language education in Brazil. Finally, further collecting and disseminating ofNikkeiteachers' voices is called for in order to challenge the hegemonic discourse prevalent in language teaching today. [ABSTRACT FROM PUBLISHER]

The primary objective of this article is to propose an interdisciplinary and holistic approach to transforming the nature and scope of language-subject teacher education in Colombia, in the era of post-method language teaching, communities of practice, multi-literacies and a multimodal approach. Through a document review, a theoretical approach to teacher training in general is established, before delving into the specifics of educating teachers in their mother tongue and a foreign language. The need to reshape teacher training in languages from the standpoint of professional development for empowerment is proposed, and conceptual frameworks such as post-method teaching, communities of practice, multi-literacies and a multimodal approach are presented as possible applications to transform and innovate language teacher training in Colombia. [ABSTRACT FROM AUTHOR]

This article discusses the role that handwriting can have when writing is used as a tool for learning in English language education. Nineteen Norwegian EFL teacher training students were interviewed in focus groups about their own practices and their thoughts about writing-to-learn activities. All the students said that they prefer to write by hand. They claimed that writing by hand is fundamentally different from writing on a keyboard, and that handwriting has much greater impact as a tool for learning. However, the students had not given much thought to the didactic implications of their own preferences, and issues related to the different technologies of writing are not dealt with in their own studies. The investigation suggests that more attention should be paid to the affordances of different technologies of writing and to handwriting as a tool for learning in ELT. [ABSTRACT FROM AUTHOR]

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