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Exploring language provides us with one approach to better understanding the practices and beliefs of a community. With advances in technology—specifically, computational text processing and machine learning tools—we can now examine written language on a large scale. In this study, we investigate the language of mathematics teaching and learning in the USA over a decade (2009–2018) by analyzing text from articles published in Mathematics Teaching in the Middle School. Our analyses explore the terminology used by middle school teachers and teacher educators to discuss their practice, revealing terms that are used widely, terms that have largely been absent from such writing, and terms that have shifted in usage over the past decade. This research provides insight into the zeitgeist of mathematics teaching and learning during a particular period of time, while also suggesting a fruitful approach to examining language as a means of uncovering the beliefs and practices of a community. [ABSTRACT FROM AUTHOR]

In this article, we aim to explore the important role of future teachers in the revitalisation of minoritised languages. In the Spanish autonomous community of Galicia, language legislation stipulates that the minoritised language be supported in educational settings, yet this support has been weak at best, particularly for schools in urban areas. Teacher training colleges and universities are responsible for the preparation of new teachers who are able and willing to contribute to the school-based language revitalisation project. We report on classroom-based research in a university Early Childhood Education program, based on videotapes and written documents produced by students as classroom tasks, as well as a questionnaire they completed after the course. Our conclusions suggest that teacher training can activate teacher agency even before they enter the profession, in two main ways: 1) reflect critically on their own linguistic trajectories and competencies and 2) understand the linguistic realities in Galician society and schools. Using methodologies of guided practice and reflection, teacher education programmes can strengthen the potential of future teachers as agents of language revitalisation. [ABSTRACT FROM AUTHOR]

This study investigated the agency of children, parents and teachers in a Serbian-English bilingual preschool. The focus was on uncovering the kind of agency each of these groups exercised in the process of language learning by examining the children's linguistic behaviour and the role that parents and teachers had in motivating children learning English as a foreign language. The results show that, within a model which relied on strict separation of languages, the children initiated communication with their L2 teacher mostly in their L1. Even when they faced a question in L2, the children answered both in L1 and L2, which shows the need for a different approach in teaching. On the other hand, the lack of teachers’ and parents’ agency in providing adaptations to the teaching model and promoting flexibility in the teaching process has been found to be caused by the strictly predefined applied model, with little room for modification. Thus, the needs of the learners could not be served fully, although both the teachers and the majority of parents used any opportunity to influence the language learning process by encouraging the children to learn a second language and by shaping their attitudes toward it. [ABSTRACT FROM AUTHOR]

In recent years, many students have developed a fixed mindset as a result of the national focus on raising test scores. The present study aims to investigate the effects of teacher language and the inclusion of growth mindset feedback on the writing motivation of second and third grade students. The researcher used a mixed-methods, quasi-experimental design, employing both discourse analysis and a comparison of means, to determine the effects of the experimental treatment. Results indicated no statistically significant effects; however, qualitative findings indicated that objective feedback positively impacted writing motivation. Additionally, growth mindset feedback, especially combined with objective compliments, moved students forward on a growth mindset developmental progression, leading to increased writing motivation. Implications for educational research, policies, and teaching practice are included. [ABSTRACT FROM AUTHOR]

This article reviews the pedagogical constraints imposed by teachers' limited language proficiency in the medium of instruction in Kenyan primary schools by examining classroom interaction and suggests how an improved understanding of the role language ability on the development of cognitive skills in learners can be accessed. Emerging from these investigations is the need for more specific research pertaining to the causal link between teacher language proficiency and teacher-led approaches in countries that have adopted foreign language policies. Finally, recommendations are made for the introduction of internationally recognised English language assessments and second language programmes for Kenyan primary school educators. [ABSTRACT FROM AUTHOR]

With a shift in education today toward increased student talk, collaboration, and ownership of learning, the words that teachers choose to weave throughout their instruction and interactions with students are even more crucial. The purpose of this qualitative multi-case study was to explore the shift in students' mindsets within an environment thick with process-oriented language with a focus on the inevitability of problems while learning. Research questions focused on the impact of specific teacher language, student reactions to challenging situations, and shifts in student language and perceptions of themselves as learners (mindset). The participants, two male and one female, attended 4th grade in a public elementary school in a rural Midwestern community in the US. Student written response to scenarios, interviews, student mindset survey responses, videotaped classroom instruction, and student daily written reflection served as data sources. Using a constant comparative method of analysis, the author analyzed these data sources throughout the study in an open-coding process. As students learned in this process-oriented language rich environment, their mindsets shifted as their focus gradually moved from speed to content to process. Students incorporated language focused on growth and problem-solving strategies into their written reflections and interactions in the classroom. Suggestions for further research include exploring teacher language with regard to both students' mindsets and academic achievement, as well as the implications of parent involvement. [ABSTRACT FROM AUTHOR]

The purpose of this study is to find out the extent of using the teacher's book by ninth grade teachers in their classroom teaching and to find out the reasons behind not or lack of using it. The results of this study could be beneficial for the Jordanian Ministry of Education as it may design extra pre-and in- service training programs on how to use the teacher's book properly. An observation checklist that was arranged under a number of dimensions, was designed by the researchers and used to observe 20 female and male ninth grade teachers while teaching Action Pack Nine material. The study used the descriptive design. More than 60 classroom periods were observed, three periods at least for each teacher and the forms were filled in with ticks and notes. The collected data were analyzed using proper statistical measures and conclusions were reached based on this analysis. Furthermore, the teachers were interviewed using a set of questions that focus on the reasons of not using or lack of using the teacher's book. Their responses were analyzed and common themes were drawn. The findings of the study revealed that EFL Jordanian teachers did not use the teacher's book effectively. The findings also revealed that long experience, lack of time, students' level and quality, the lack of training and the lack of classroom facilities were behind not or the lack of the use of the teacher's book. The study ended with a number of recommendations for further research. [ABSTRACT FROM AUTHOR]

Although the importance of language in science learning has been widely recognized by researchers, there is limited research on how science teachers perceive the roles that language plays in science classrooms. As part of an intervention design project that aimed to enhance teachers' capacity to address the language demands of science, interview data ( N = 9) were collected to understand teachers' perceptions and experiences with a wide range of issues related to language use in science classrooms. Adopting an interpretive approach to qualitative data, the analysis revealed that the teachers perceive a wide range of student difficulties related to language use in science classrooms, especially to the use of specialized terms and writing. Although the teachers are keenly aware of how language can be a barrier to learning science, they are less certain as to what students need to know about the language of science in order to master it. The findings suggested professional support that highlights the distinctive language demands of science and how these demands differ from other subject areas could be useful to these elementary school teachers. [ABSTRACT FROM AUTHOR]

There is no doubt concerning the interdependence of educational progress with human development, socio-economic growth, greater opportunities, welfare, and political stability. Hence,for further development and growth of education,transformat ions and reforms in curriculum are required to reflect the latest changes in theories and praxis of the modern world (Fterniati, 2006). In Iran, due to the inadequacy of the preceding ELT education policies in developing students' communicative skills and capabilit ies, a reform occurred in the ELT program as new communicative based textbooks entitled as "English for School Series" and CLT pedagogywere introduced into the context of public schools. However, implementation of the innovative curriculum was associated with different feedback from English teachers. This qualitative study is, indeed, an attempt to explore concerns, problems, and constraints that EFL teachers experienced through the revolutionary reform of the ELT education. Thus, based on stratified purposive sampling, the researchers selected 35male and female teachers of English at grades one and two of junior high schools from both urban and rural regions of Tehran, Shiraz, and Yazd, Iran.The researchers usedtranscription and codification of data gathered through semi-structured interview tofind the emergent themes concerning teachers' challenges and problems in Iran. The findings also indicated that if the new English language reform and policy turn out to be successful at the national level, the government is necessarily required to take actions towards elimination of the potential impediments which block the materializat ion of the new curriculum. [ABSTRACT FROM AUTHOR]

This study analyses the perspectives of teachers on English as a language of learning and teaching in the context of government recommendations that Shona and Ndebele be used alongside English as languages of learning and teaching in Zimbabwean secondary schools. Through a questionnaire survey, open interviews and classroom observation, it was found that the teachers regard English as a language of learning and teaching in a positive way though they are aware of the difficulties associated with its use. There was a high consensus on the desirability of English among teachers as informants with various attributes obtained attitude, pedagogical beliefs and perceived difficulty scores that were, in the main, not statistically significant. It also emerged that government recommendations for the use of endoglossic languages as languages of learning and teaching (LoLT) have not been complemented by concrete measures and that the subsequent efforts to change the language-in-education policy have so far seemed insincere. [ABSTRACT FROM AUTHOR]

The article discusses how technical and economic reality can exist only through institutions. Mankind enacts its conscience only through closed configurations, namely, the multiple institutional systems that regulate its historical experience. The time of an industrial society certainly does not have the same meaning, is not valorized in the same manner as the time of an agricultural society.

Studies on stylised language use have tended to focus on the creative exploitation of linguistic heteroglossia among urban multi-ethnic youth. This article argues that there are good reasons for exploring how such practices can also be initiated by norm-enforcing white adults such as teachers. I report on linguistic ethnographic fieldwork in one mixed-ethnicity class at a Brussels Dutch-medium school and describe how one teacher often produced the creative, stylised language use one usually associates with younger speakers. The analysis emphasizes that while teacher stylisations provided alleviation from the friction between linguistic expectations and the reality of the classroom floor, they were also functional in maintaining the school linguistic policy inasmuch as they typified nonstylised, nonaccented, and standard language use as normal and expected. These findings suggest that stylisations can be closely tuned to linguistic normativity and reproductive of wider patterns of sociolinguistic stratification. (Stylisations, urban heteroglossia, crossing, classroom interaction, Brussels, Dutch, enregisterment)* [ABSTRACT FROM PUBLISHER]

In foreign language setting, there are some social psychological variables that can highly influence on the teachers' and learners performance. One of these important variables in language pedagogy is Self-efficacy "an individual's confidence in his/her ability to engage in the social interactional tasks necessary to initiate and maintain interpersonal relationships" (Bandura, 2006). Another influential factor that is importance in teaching contexts is burnout. Burn out is defined as a result of long term job-related stress, especially among human service workers such as teachers (Jennett, Harris, &Mesibov, 2003). This study, which utilized qualitative _ quantitative methodologies, aimed at measuring the relationship between the self-efficacy of Iranian English teachers and their feelings of burnout. The needed data were gathered through the application of the two questionnaires: The Maslach Burnout Inventory (MBI; Maslach & Jackson 1981, 1986) and a researchers-made questionnaire of self-efficacy. The participants are as 616 professional experienced teachers from both genders and different age groups, having university education from different provinces of Iran. The SPSS software (version 16) was used to change the data into numerical interpretable data. To determine the relationship between self-efficacy and teachers' burnout, correlational analysis was employed. The result showed that the participants' self-efficacy has a reverse relationship with their burnout. In addition, a significant relationship was observed between teachers' reports of burnout, and their years of experiences. [ABSTRACT FROM AUTHOR]

This article discusses how language use affects reasoning and learning in educational settings. Interactions among (1) pupils in upper secondary school, (2) teachers in upper secondary school, and (3) student teachers studying to become secondary teachers were analyzed. While previous studies have examined language use among pupils, teachers, and student teachers, respectively, little research has combined these perspectives. As such, this study provides additional insight into the educational discourse. Drawing on sociocultural, dialogical perspectives on learning, the authors of this article found that the inclusion of specialized language promotes learning and enhances professional awareness. These findings hold implications for teacher education and teacher professional development. [ABSTRACT FROM AUTHOR]

The process of standardising reduced forms in English, such as clippings and informal forms, used in academic chat discourse is the focus of this article. Textchat data from an introductory MA linguistics course run by a university in Sweden involving non-native English-speaking students and their native English-speaking teachers is analysed to identify if any forms are standardised. Topic-specific forms are seen to be standardised as much as are high frequency forms, although few have been standardised. It is the students above all who lead the process, and the teachers do not have much influence even if they use a different reduction. [ABSTRACT FROM AUTHOR]

Building on longitudinal findings of linkages between aspects of teachers' language during instruction and children's use of mnemonic strategies, this investigation was designed to examine experimentally the impact of instruction on memory development. First and second graders ( N = 54, Mage = 7 years) were randomly assigned to a science unit that varied only in teachers' use of memory-relevant language. Pretest, posttest, and 1-month follow-up assessments revealed that although all participating children learned new information as a result of instruction, those exposed to memory rich teaching exhibited greater levels of strategic knowledge and engaged in more sophisticated strategy use in a memory task involving instructional content than did students exposed to low memory instruction. The findings provide support for a causal linkage between teachers' language and children's strategic efforts. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics including a comparison of working memory for appearance and movement in six-month-old children, cultural factors that grant social categories significance, and the language teachers use when teaching science and its effect on children's learning.

The article aims to reveal the challenges both ESP learners and teachers encounter during learning/teaching specific content and specific vocabulary of English for Legal studies. The main issue which is anticipated to be a challenge for teachers in this course is often inadequate knowledge of a specialist field. As far as learners are concerned we anticipate that in most ESP courses they are not prepared for professional communication in English on the area of their field. These anticipated results are the basic hypothesis of our manuscript to focus on. The study is aiming at finding out and answering these two questions. For this purpose the survey was carried out at SEEU, English for Legal Studies faculty. Both teachers and learners were asked about their attitude and preparedness towards ESP course [ABSTRACT FROM AUTHOR]

Personal narratives can be powerful venues for understanding human experiences. In this paper, we tell the story of Lutanyani, a Black South African multilingual teacher and author of supplemental reading materials in a marginalized South African language. Through various word images, we convey the role of language, in particular written language, in Lutanyani’s life. For Lutanyani, writing serves as ‘a healing process’ in two ways: (1) as a linguistically empowering venue that affirms and shifts his linguistic identity from outsider to insider, and (2) as a backward‐ and forward‐looking means to reconcile his past and reconstruct a message of hope for intermediate‐grade students throughout South Africa. This study has implications for classroom practices in the USA as well as development work in international settings. [ABSTRACT FROM AUTHOR]

The authors utilized an experimental design across six sections of a managerial communications course (N = 173) to test the impact of instructor verbal aggressiveness and class attendance policies on student class attendance. The experimental group received a policy based on the principle of social proof (R. B. Cialdini, 2001), which indicated that for similar students, class attendance was linked to high academic performance. Students also assessed their instructor's level of verbal aggressiveness (D. A. Infante, 1979). Results suggest that instructor verbal aggressiveness did not influence class attendance. However, social proof did positively influence class attendance rates under certain circumstances. The authors discuss the study implications. [ABSTRACT FROM AUTHOR]

Abstract: Since non-native English speaking teachers (NNESTs) are always compared with native English speaking teachers (NESTs) on linguistic grounds, their strengths and weaknesses as English teachers are worthy of investigation. This paper reports on a mixed methods study which examines the strengths and weaknesses of NNESTs and NESTs through the perceptions of NNESTs in Hong Kong. Data were collected through a questionnaire completed by 53 NNESTs teaching in secondary schools and three semi-structured individual interviews for the purpose of data triangulation. Findings show that NNESTs and NESTs are perceived to have distinctive linguistic, socio-cultural and pedagogical strengths and weaknesses. While NNESTs are thought to have strong pedagogical strengths, they have linguistic weaknesses. While NESTs are perceived to have strong linguistic strengths, they have pedagogical weaknesses. An interesting finding is that some of the perceived strengths and weaknesses are complementary. This paper has theoretical implications for language teacher expertise and practical suggestions for teacher preparation. [Copyright &y& Elsevier]

Abstract: The paper reviews the motivation of the shift from form-focused methods to content-based instruction in ESL/EFL settings, and makes a survey of empirical researches about effects of the narrative approach on EFL/ESL learning in different parts of the world. All the researches listed in the paper suggest that the narrative approach is a desirable medium to facilitate learners’ language competence. Meanwhile the paper, considering the English teaching context in China, analyzes the constraints and challenges in applying the approach, and accordingly presents some suggestions and advice for EFL teachers and researchers in China [Copyright &y& Elsevier]

Abstract: A dynamic multi-evaluation framework is proposed to evaluate college foreign language. It consists of three evaluation index systems. They are evaluation index systems from the perspective of students, teachers and managers respectively. To meet the demand of dynamic multi-evaluation, fuzzy soft set theory is employed. Thus, a better and fairer approach to evaluating college foreign language teaching based on fuzzy soft set is established. [Copyright &y& Elsevier]

In this article, I argue that education has come to a crossroads. It is so easy to become educated that the role of the teacher can be seen as redundant. Because of this fact, it is time to reconsider what the teacher does, and whether the aim of clear communication by the teacher can, or should, be an educational goal. I argue that clear communication can no longer be embraced. Instead I offer two new educational ideas for 2011 and beyond. One is that the teacher's role should be a relational role. The other idea is that the teacher's speech should be poetic rather than informative. [ABSTRACT FROM AUTHOR]

Recent discussions on English as an International Language have highlighted the important role played by English language popular culture for the identities and bilingual development of diverse global citizens who learn and use English. However, there has been little attention to connections between popular culture and teacher identity. In this article, based on life history interviews with Chilean English teachers, I draw on a Bakhtinian theoretical framework to illustrate similarities and differences between generations of teachers in their appropriation of English language popular culture. I examine discursive connections between these investments and their English teacher identities, outline teachers' perspectives on popular culture and English language pedagogies, and conclude by discussing the links between pedagogy, bilingual development, and English teacher identities in an era of globalization. [ABSTRACT FROM AUTHOR]

This paper examines teachers’ classroom talk as teachers respond to, interact with and take forward learners’ contributions. Teachers’ responses to learner contributions provide a useful lens in understanding teachers’ hybrid practices as they take up aspects of reform practice. A set of codes for teacher moves is developed to describe teacher responses, which build on previous work in describing classroom talk and provide the beginnings of an elaborated language of description for changes in teaching practice. The codes illuminate the similarities and differences across four secondary school mathematics teachers as they shift their practices to take account of learners’ thinking. [Copyright &y& Elsevier]

Although the Lao People's Democratic Republic has speakers of up to 230 different languages belonging to four ethnolinguistic families, the Lao Government's policy as stated in its Education Law is that Lao is the official language of education at all levels. This creates a challenging situation for teachers in ethnic minority villages throughout the country, where students often begin school with no knowledge of the Lao language. This paper explores the language practices of one teacher in a combined Grade 3 and 4 ethnic minority classroom. It describes how this teacher balances the constraints on him to use Lao as the central language of teaching with his belief in using the students' mother tongue to allow effective teaching and learning to occur. The teacher uses the students' L1 not only in the ways expected of him by national-level policy-makers and planners, or in those often described in the literature on similar contexts, but also in unexpected and creative ways. This has important implications for education policy and planning, particularly in areas such as teacher recruitment, training and deployment, as well as for our understanding of bi- and multilingual classroom behaviour. [ABSTRACT FROM AUTHOR]

Abstract: This study compares teachers’ language use and covert language attitudes in primary and secondary state education in Cyprus. The Ministry of Education and Culture encourages the systematic use of Standard Modern Greek in the formal learning environment of the classroom. Yet, our class observations and teacher interviews demonstrate that the Greek Cypriot Dialect cannot be absolutely eliminated from teachers’ language practices. The findings surfacing from the study illustrate a complex and multidimensional conflict between the two language varieties, where the dialect is used vis-à-vis the standard to different extents depending on the occasion of communication in the classroom, teacher''s dialect and their covert language attitudes. Despite their differing language attitudes and language use, teachers in primary and secondary school settings commonly employ various correction techniques to promote use of more acrolectal variants in ‘standard-dominated’ occasions. [Copyright &y& Elsevier]

Abstract: In studies of L2 writing, much more attention has been paid to the needs of students learning to write than to teachers learning to teach. In EFL contexts, while much research is geared towards helping learners cope with the challenges of writing in a foreign language, studies on EFL writing teacher education are few and far between. We have limited knowledge of how EFL teachers teach and learn to teach writing, what gaps there are in their knowledge base, and how writing teacher education can impact teacher learning. Using interview and classroom research data gathered from four EFL teachers of Hong Kong, this study investigates the teachers’ perspectives on their own development as teachers of writing at the end of an in-service writing teacher education program. It also explores the ways in which writing teacher education promotes teacher learning. The findings of the study show that writing teacher education can broaden teachers’ perspectives on teaching writing and help them construct a new identity as writing teachers. Six areas in which writing teacher education impacts teacher learning are also discussed. [ABSTRACT FROM AUTHOR]

Utterances made by teachers to meet various educational aims in the classroom have a certain effect on student learning. The quality of teachers' linguistic acts influences efficiency in all aspects of the methods, techniques and strategies used in the instructional process. This study has been conducted to reveal the verbal behaviors that teachers use in the classroom, and how these influence students. The data obtained in the present study were classified into themes and analyzed descriptively. It was found that the linguistic acts used by the teacher in the classroom aimed to discipline and control students. Verbal stimuli used for this purpose showed that the behaviorist approach was reflected in classrooms. [ABSTRACT FROM AUTHOR]

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Understanding classroom interactions is a complex process. This article explores what conversation analysis (CA) and sociocultural theory of learning (SCT) can contribute to that process. The exploration is carried out through analyses of interactions between Brian, a five-year-old boy, and Ms Nikora, his teacher, during a nine-hour social studies curriculum unit in a New Zealand classroom. CA and SCT may appear to be strange bedfellows, in that the former concerns itself with language use (how participants organize and manage conversations), while the latter concerns itself with language as mediation (how learning occurs), but they turn out to be useful partners. The analyses reveal at least three perspectives from which participants need to be understanding what is going on in classroom interactions in order to participate in them appropriately and learn through them: how people organize conversations, institutional talk, and how teachers and learners jointly construct learning opportunities. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the relationship between teacher language use and student quality of experience during choral rehearsals. Particularly at the middle school level, few data exist about the ways in which instructional discourse during rehearsals affects student experience. Existing research suggests the use of instructional scaffolding as effective in enhancing student learning and experience, but this had not been previously investigated during music rehearsals. The language of two teachers during 20 rehearsals was recorded and examined for evidence of instructional scaffolding and sequential units of instruction; student self-reports of affect, challenge and skill were correlated with the teachers' language. Students reported higher levels of challenge and skill (often referred to as 'flow experience') during rehearsals with greater use of scaffolding language. Analysis suggests that a strong positive relationship exists between teachers' use scaffolding language, complete sequential units of instruction, and quality of student experience during middle school choral rehearsals. [ABSTRACT FROM AUTHOR]

The article presents a study that explores on the impact of the overall students-teachers relationship in a classroom setting towards the oral narratives development among the first-grade students. The study concluded that certain classroom practices consisting of support and/or narrow opportunities of students for engagement with the oral and written text are the dominant factor contributing on the students' development of the oral narratives. Further, it was shown that the students' oral narratives ability correlates with the instructional bases rather than on a more natural setting.

The article discusses how international education programs, using the University of California's excellent Education Abroad Program (EAP) as a model. The compromises regarding language are devastating and demoralizing, and educators have to console themselves with scenarios of students witnessing the use of the local language in the field and becoming interested in achieving fluency. Data tracking is difficult when it comes to which students are doing their work in which language and where.

Examines the proficiency of bilingual education teachers in teaching Spanish academic language in the United States. Implementation of Spanish language proficiency test among bilingual education teachers; Characteristics of academic language proficiency; Demands of subtractive bilingualism and linguicism in Spanish academic language proficiency.

Discusses teachers' oral language in terms of teaching moves that reflect decisions about verbal actions germane to immediate context. Interactive teaching decisions; Analysis of teaching moves in response to inadequate answers; Relationship of teaching moves with the value of an adequate answer in attaining educational objectives.

The article presents a study regarding the language preferences of freshman chemistry students in higher education. It was conducted through the development of chemistry preference test. Most chemistry instructors use different levels and forms of language in lecture, tutorials, and laboratory settings. However, freshman chemistry students are not familiar of such language signals and shifts or the associated conventions. It was revealed that a small group of chemistry teachers adopted the same alternative on a cognitive preference test concerned with the language of chemistry. Freshman chemistry students exposed in different institutional settings were similar in their patterns of choice but differed from those chemistry instructors and nonscience students.

The article focuses on the impact of instructional questions in textual reading and learning of biology concepts. Studies have been conducted to concentrate on the area of instructional questions and suestioning strategies. It is noted that the teachers who utilize oral questhe article focuses on the impact of instructional questions in textual reading and learning of biology concepts. Studies have been conducted to concentrate on the area of instructional questions and suestioning strategies. It is noted that the teachers who utilize oral quest