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In a context of increasing deficit discourses about multiculturalism and multilingualism, this study examined the racialised identities of multilingual Indonesian teachers in secondary schools in New South Wales (NSW), Australia. Informed by the Douglas Fir Group Framework (2016), the study unpacked teachers’ socio-cultural, and linguistic trajectories in schools to understand the ways in which they navigate, negotiate, and resist their racialised identities at micro, meso, and macro levels of activity. Through semi-structured interviews with six Indonesian teachers teaching Bahasa Indonesia in NSW schools, the study focused on three broad dimensions, namely: (i) teachers’ perceived racialised identities in connection with their students and colleagues in schools (micro); (ii) the perceived institutional practices that reproduce racialisation and marginalisation (meso); and (iii) the broader societal factors that contribute to ‘self’ and ‘other’ racialisation (macro). Thematic analysis of the interview data reveal that teachers identify systemic ‘thinking’ and ‘doing’ that essentialise their racialised identities, Additionally, the racialisation of Indonesian language teachers in broader societal contexts is influenced by systemic factors, including language policies and institutional structures. Findings suggest that despite the pervasive forces which perpetuate monolithic thinking in schools, teachers engage in agentic action that seeks to resist and overcome their racialised identities. [ABSTRACT FROM AUTHOR]

This study examines Japanese complaint responses appearing in naturally occurring interaction and textbook dialogues. The comparative analysis highlights that complaint responses in textbooks differ from those in mundane conversation. The inevitable difficulty for textbooks to reflect temporal and multimodal features of interaction results in the designs of affiliative responses being minimal and disaffiliative responses being more explicit. In contrast, conversation data indicates that complaint response turns are more intricately designed with multimodal semiotic resources and are precisely positioned according to the sequential development of complaints. By conducting empirical analyses, the study identifies interactional repertoires that are not observed in textbooks but employed in actual conversations. In doing so, it aims to expand the variety of the analysis of textbook dialogues to help calibrate the input for Japanese language pedagogy, while presenting a reference point for Japanese language learners to better understand the interactional organization of complaint sequences in mundane conversations. [ABSTRACT FROM AUTHOR]

E-Portfolios in language education have emerged over two decades. Despite their popularity as an instructional tool, many cast doubt on their usefulness in second language classrooms, especially when scholars are not clear about how e-Portfolio artefacts can be converted into reliable learning evidence by students' active reflection and validation via multimedia feedback to inform language teaching and learning. This paper examines the usefulness of e-Portfolios by looking into how teachers attempt the tool to connect portfolio evidence, rationalisation, and feedback. Three novice teachers with three-year school experience (Jill, Jamie, and Jackie) undertook action research projects in their secondary schools. They participated in the study by trying out their individual e-Portfolio programmes for a year. Qualitative data, including two classroom observations and three reflective journal entries per teacher were collected by the author. Content analysis of qualitative data (i.e., lesson observation transcripts and journal entries) was performed deductively. The findings showed that except Jamie, Jill and Jackie hardly enhanced the usefulness of e-Portfolios, because they could not empower students to link artefacts, reflection, and validation properly owing to multiple reasons. Pedagogical implications concerning how to scale up the usefulness of e-Portfolio in L2 classroom contexts are discussed. [ABSTRACT FROM AUTHOR]

This article reports on a study that used the online MULTITEACH questionnaire to examine the relationship between the multilingual pedagogies 111 language teachers, employed in upper-secondary schools in Norway and Russia, reported implementing, their beliefs about how multilingualism benefitted students and teachers, and their self-assessed ability to teach language aspects and skills. The study also investigated whether sociobiographical variables and participants' language habits outside of work affected their beliefs about multilingualism benefitting their students and implementation of multilingual pedagogies. The findings revealed that participants utilized multilingual pedagogies least frequently when teaching in first language contexts and that those who used foreign languages outside of work applied such pedagogies more frequently than participants who did not. Moreover, their beliefs about multilingualism benefitting their students were positively predicted by their beliefs about multilingualism benefitting teachers and negatively predicted by their support of the monolingual approach to language learning and teaching. [ABSTRACT FROM AUTHOR]

This article explores the impact of technological advancements, such as artificial intelligence and machine translation, on language education. It acknowledges the concerns of language teachers about job security and funding cuts, while also recognizing the potential benefits of technology in language learning. The article emphasizes the need for a deeper understanding of the challenges posed by technology and highlights the value of language study as a humanistic endeavor. It argues that while generative AI tools can be helpful, they cannot replace the essential qualities that human language teachers provide, such as emotional support and critical reflection. The article suggests that language teacher education programs should adapt to prioritize these qualities and prepare teachers for the changing landscape of language education. [Extracted from the article]

This article explores the potential impact of artificial intelligence (AI) on language teaching and learning. It discusses the relationship between language and technology and raises concerns about the threat AI poses to language teaching. The article also emphasizes the qualities of a good language teacher, highlighting the importance of pedagogical content knowledge and interpersonal skills. It provides an overview of AI, including its definition and various technologies like chatbots and speech recognition. The article concludes by examining whether AI can replace language teachers, using examples like Duolingo, Grammarly, and Rosetta Stone. While AI-enabled language learning tools offer benefits such as unlimited practice and feedback, they have limitations in engaging learners, providing effective feedback, and employing a wide range of pedagogical techniques. They can complement human language tutors but cannot fully replace them. [Extracted from the article]

This study investigates issues related to race and racialization among Chinese language teachers in US primary and secondary (K–12) schools. Although race is an increasingly important topic in the field of language education, the published research continues to be dominated by the teaching and learning of English as a second language. Set mostly in 2021, when there was a widespread surge of anti‐Asian violence, this mixed‐methods project directs our attention to the experience of Chinese language teachers in a particular moment. We focus on interviews and journal data collected from 27 Chinese teachers, who were selected as a representative sample from the 221 participants who completed our national survey. The themes that emerged in our data highlight the intersectionality among language, nation, ethnicity, and race in Chinese language teachers' professional work. While some teachers reported racial hostility during the COVID‐19 crisis, others described language‐ and culture‐based exclusion as a part of their everyday struggle that predated the pandemic. Moreover, as the teachers described these challenges also as opportunities for racially inclusive language pedagogies, the findings here dovetail with the ongoing discussion on antiracist possibilities in and through language teaching. [ABSTRACT FROM AUTHOR]

While many language teachers leave the profession early, others thrive and teach until retirement. Understanding how these teachers maintain their passion can help identify the support needed for their personal and professional growth. However, research on the factors behind their sustained happiness in the teaching profession is limited. The main objective of this qualitative study was to explore the beliefs and career stories of three recently retired German language teachers in Norway, recognized for their long‐term motivation and effective teaching over several decades. Data were generated from in‐depth semistructured interviews and analyzed through the lens of self‐determination theory. The analysis revealed that the teachers shared several key characteristics. First, they enjoyed a high degree of autonomy related to the choice of subject content and teaching approaches. Second, they perceived themselves as highly competent in the subject and expressed a passion for it. Third, they cherished being with students and managed to establish good relationships with them. The findings suggest that teachers should be aware of their basic psychological needs and reflect on how they can be fulfilled. Furthermore, school administrators should foster trust in teachers as autonomous professionals and actively support their competency development and relationships with students and colleagues. [ABSTRACT FROM AUTHOR]

In recent years, studies on technological, pedagogical, and content knowledge (TPACK) have been increasing; however, integrating TPACK into online teaching has generated concerns among teachers across various subject domains in the humanities. Since there have been few recent reviews of teachers' online TPACK research in the humanities, the present study systematically reviews research in this area published between January 2012 and June 2022. This review aims to advance the knowledge on using TPACK in different subject disciplines while providing practical implications for technology integration in online teaching. The review of 24 articles revealed article frequency reached a peak in 2021 and 2022 covering various subject domains in the humanities. Most studies collected data through qualitative methods while focusing on in-service teachers. The articles were categorized into three research areas: exploring, measuring, and applying TPACK. Among the disciplines, the results showed that language teachers had various TPACK competencies in online teaching; journalism teachers' collaborations during online course delivery were facilitated when integrating TPACK; and music teachers' individual beliefs for online teaching were predicted by TPACK. The reviewed research used TPACK as the theoretical basis for scale development to assess teachers' readiness for flipped teaching. The reviewed articles indicated that TPACK was helpful for language teachers' technology integration as well as course and platform design during their online teaching. [ABSTRACT FROM AUTHOR]

This study investigated the relationship between task-based teacher training and novice English language teachers' cognitions and implementations of tasks in Honduran bilingual schools. After participating in a four-week training program on task-based language teaching, teachers with little or no prior teaching experience designed task-based lessons and were video-recorded implementing those lessons with English language learners ages 5 to 12. Following the classroom observation, teachers participated in a stimulated recall interview. A rubric aligned with 10 key principles of task-based language teaching (TBLT) as outlined by Long (2015) was used to rate teachers' performance and code stimulated recalls. Ratings of video observations showed varied success in TBLT implementation after training, with some teachers' lessons clearly aligned with key TBLT principles, and others relying on focus on forms strategies. Analysed data also uncovered a link between previous training and teaching experiences and the success of teachers' implementations. Stimulated recalls showed that teachers focused primarily on maintaining a cooperative learning environment, and less on reactive aspects of TBLT such as providing corrective feedback. Results are discussed in terms of their implications for teachers and teacher training programs seeking to implement TBLT as an approach to language teaching. [ABSTRACT FROM AUTHOR]

Although emotions constitute an integral aspect of teachers' lives, emotions experienced by teachers of English as a foreign language (EFL) in higher education, settings are relatively under-researched. Through in-depth interviews, this study aims to capture a small cohort of nine EFL female teachers' emotional experiences when teaching English-major students in a large public university in Saudi Arabia. Methods of inductive thematic analysis helped capture the participants' emotional experiences during teaching. The analysis of their emotional experiences is informed by Benesch's (2017) critical approach to teachers' emotions. The study revealed that relationships in the classroom and the institutional system greatly influence how teachers construct, express, and communicate their emotions. Teachers' passion for teaching, students' classroom engagement, and students' appreciation of teachers' efforts triggered the teachers' sense of happiness and pride and contributed to their occasional positive valence. However, teachers often experienced anger, frustration, demoralization, anxiety, and sadness as a result of feeling disempowered when dealing with students' disruptive behaviours and constraining institutional policies. The study suggests that teachers' emotions influenced their pedagogical practices and physical and psychological wellbeing. Therefore, to support teachers' emotional competence, mitigate teachers' emotional difficulties experienced during teaching, and enhance classroom teaching and learning, educational institutions, program leaders, and policymakers need to acknowledge the centrality of teachers' emotions in the EFL classroom. [ABSTRACT FROM AUTHOR]

This study examines stress biomarkers over the process of teaching and their associations with demographics, emotions, and mental health of 56 English as Foreign Language teachers. Participating teachers were invited to complete a questionnaire packet and provide saliva samples over three‐time points (i.e., before, during, and end of teaching). Afterward, the saliva samples were assayed for cortisol and α‐amylase as stress biomarkers. The results showed a significant change in the concentrations of cortisol and α‐amylase over the teaching process. In addition, being female, younger, more educated, and having more teaching experience were significantly associated with a higher level of α‐amylase, particularly before and during class time, thereby reflecting a greater level of stress. However, emotions and general mental health were not significantly associated with cortisol and α‐amylase over time. The findings highlighted the changes of biomarkers over the process of teaching and their relationships with other variables. Practitioner points: Female and younger teachers may experience high level of α‐amylase before and during class time.High level of α‐amylase may exist among teachers with long teaching experience.Emotions and general mental health are not significant predictors of teachers' stress. [ABSTRACT FROM AUTHOR]

Language teachers deal with different groups of learners as a natural aspect of their professional careers. However, little is known about how teachers construct their identities in response to various learner groups. This study relies on the concept of identities‐in‐practice and explores how six English‐L2 teachers construct their identities across beginner and advanced levels of teaching. Data were collected from semi‐structured interviews, stimulated recalls, and classroom observations to examine teacher identities across the two practice levels. Data analyses revealed similarities and differences in teacher identities across the two levels, which involved three components: agentic variations, discursive realisations, and extended identities. These findings provide novel implications for understanding language teacher identity construction across different learner groups. The study also provides implications for teachers and teacher educators to pay focal attention to the role identity plays in teachers' work across different practice levels. [ABSTRACT FROM AUTHOR]

This commentary presents a nuanced, dialectical, and empowering perspective on research pertaining to language teacher emotions, drawing upon empirical research papers featured in this special issue, as well as other relevant literature in the field of language teacher education. Recognizing the embodied, dynamic, and potentially contested nature of teacher emotional labor, the paper emphasizes the importance of presenting a nuanced portrayal, adopting a dialectical approach, and embracing an empowering mindset when investigating language teacher emotions. It also highlights important directions for future research, advocating for a conceptual shift toward examining teacher emotional labor as a distributed practice with a participatory and transformative orientation. Furthermore, the significance of both “looking inward” to delve into specific types of emotions and their interactions as well as “looking outward” to explore how emotions relate to other crucial dimensions of language teachers’ professional practices such as identity, mindfulness, and resilience, is emphasized. [ABSTRACT FROM AUTHOR]

This article explores the views of Turkish language learners on digital writing and its impact on their language learning. The study involved 21 international students from 16 countries who were attending Turkish language classes at Akdeniz University. The participants engaged in digital writing using platforms such as WhatsApp, Instagram, Telegram, YouTube, and Twitter. They paid attention to spelling and punctuation and used the T9 typing system. The participants believed that digital writing contributed to their learning of Turkish. The study highlights the increasing importance of digital writing in language acquisition and the role of technology in facilitating communication. [Extracted from the article]

This study examines the effect of school administrators' motivational language use on teachers' perceptions of organizational support and work engagement. The study sample included 394 teachers who were selected using a disproportionate cluster sampling method from primary schools in Gaziantep. The relationships between the variables were analyzed using structural equation modeling. The results indicated direct positive relations among the study variables and a partial mediating role of perceived organizational support between motivational language and work engagement. Motivational language used by school administrators significantly predicts teachers' work engagement directly and through perceived organizational support. While the use of motivational language enables teachers to engage more with their work; at the same time, they display more work engagement behaviors with increased perceptions of organizational support. Therefore, school administrators should be encouraged to use motivational language to provide support and improve teacher engagement. Further research could focus on identifying schools where motivational language use and organizational support are not occurring at the desired levels. In this way, with the measures and activities to be taken, teachers' engagement with their work can be increased, and their active participation in school development can be ensured. [ABSTRACT FROM AUTHOR]

The book "The Oral Examination" by Matz, Rogge, and Rumlich is an introduction to the topic of oral examinations and is aimed at students of foreign language didactics, trainee teachers, and teachers of modern foreign languages. It covers various aspects of oral examinations, such as the assessment of oral competence, the evaluation of examination performances, and the involvement of learners in the assessment process. The book also proposes a genre-based concept to alleviate the examination situation and combine teaching with digital communication forms. In his report, the author Karl-Walter Florin expresses concerns regarding the presentation and argumentation of the authors regarding oral examinations. He criticizes that the presentation is too abstract and lacks concrete examples. Furthermore, it is unclear whether there is a reference framework that serves as a basis for evaluation. The author wonders whether oral examinations should demonstrate the learning progress or the achieved language level of the examinees. Additionally, he notes that not all cited literature is listed in the bibliography. [Extracted from the article]

The commemorative publication "German as a second and foreign language in school and profession" contains 25 contributions on the topics of language and language education in school, professionalization of teachers, specialized and occupational language, as well as testing and examination. The book was published in honor of Gabriele Kniffka, who has made significant contributions to the development of these areas. One example contribution deals with the use of poems in phonetics instruction. Another contribution discusses the training and professionalization of German as a second language/foreign language teachers. The third section of the book deals with specialized and occupational language and addresses the shortage of skilled workers in Germany and the development of a competency model for occupational and work-related language skills. The article concludes with a section on testing and examination, presenting insights into coaching and standardized exams. The commemorative publication provides an overview of the current state of research in the field of German as a second language/foreign language and contains innovative concepts for teachers and exam creators. [Extracted from the article]

The book "Lessons from Good Language Teachers" by Griffiths and Tajeddin provides an overview of teaching modern foreign languages. It contains 22 essays on various relevant topics for foreign language teaching. The book is divided into three parts, which deal with teacher roles, the classroom situation, and lesson topics and planning. The authors present their research findings and provide advice for further investigations. The book offers practical guidelines and encourages reflection and autonomy in the classroom. It is a valuable resource for teachers with different experiences and perspectives. [Extracted from the article]

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

Understanding emergent bilingual (EB) students' needs is important for school-based professionals supporting students' academic and social-emotional development. English as a Second Language (ESL) teachers often have the most contact with EB students; however, research on interprofessional collaboration between school counselors (SCs) and ESL teachers is limited. The aim of this study was to increase the knowledge about how collaboration between SCs and ESL teachers can be understood and further developed based on the perspectives of ESL teachers. In total, twenty-eight ESL teachers participated in one of four focus groups sharing their perspectives on EB students' challenges and strengths and their experiences collaborating with SCs. Through qualitative content analysis, three themes: ecological challenges, ecological supports, and interprofessional collaboration emerged across 12 categories. Examples of interprofessional collaboration with SCs such as designing curriculum lessons to support academic and social-emotional needs were shared. Implications and training recommendations for interprofessional collaboration are discussed. [ABSTRACT FROM AUTHOR]

Objectives: The purpose of this article is to explore students', parents', and teachers' attitudes and opinions towards native and non-native teachers of Basque, to examine whether the widespread ideology native speakerism is present in this minority language. Methodology: Data were gathered from 473 secondary and high-school students, parents, and teachers using questionnaires and focus groups, where education stakeholders were enquired about their teacher preferences in four categories: assessment and support, attitudes and motivation, culture, and perceived linguistic abilities. Data and analysis: The quantitative data were statistically analysed using independent-samples t -tests and analyses of variance (ANOVAs). The qualitative data were examined using thematic analysis, an instrument that allows a systematic study of patterns of meaning within qualitative data sets. Findings: Results suggest that although students, parents, and teachers support team-teaching approaches, there is an overall preference for native-speaking teachers, specially at advanced levels. Furthermore, participants reflect clear-cut trends in specific items and categories. Originality: The binary classification of speakers established by the assignment of the 'native speaker' and 'non-native speaker' labels has been thoroughly studied in the English language, analysing the positive and negative characteristics linked to each type of speaker, but the nativeness topic has only been researched in language survival terms in minority language contexts. To our knowledge, no previous study has examined attitudes towards native and non-native teachers in minority language teaching contexts. Implications: Education stakeholders' preferences for Basque native-speaking teachers may entail negative effects on the legitimacy of non-native speakers and teachers, a group whose Basque use is paramount for the maintenance and survival of the minority language. [ABSTRACT FROM AUTHOR]

A review of literature suggested that language teacher cognition had been used interchangeably with teachers' knowledge and beliefs, and examined as a static entity to map out the what aspect of teachers' minds. More recently, it has evolved to be thought of as being interactive, dynamic, and situated. However, the relationship between the two different conceptualisations remains obscure in the field. This article engages in a discussion on the conceptualisation and analysis of teacher cognition in relation to teachers' knowledge and beliefs from an activity theory perspective, drawing upon data collected from pedagogical reforms of introducing task-based language teaching for teaching Chinese as a second language. The study posits conceptualising teacher knowledge and beliefs as one element of the activity system, that is the teachers' psychological tools, with teacher cognition towards pedagogies as the tool-object negotiation activity, which involves more complexity and dynamics. The study adds to the understanding of language teacher cognition, and offers conceptual and analytical insights for conducting future research. [ABSTRACT FROM AUTHOR]

In the United States, there is a nationwide shortage of bilingual teachers, but limited research on factors that contribute to their burnout and attrition. This exploratory multiple case study aimed to identify stressors unique to Spanish-English bilingual teachers and how they cope with these stressors. Interviews with two dual language immersion teachers over the course of four months revealed multiple, significant stressors including instructional demands unique to the students they serve, workplace bullying, and lack of administrative support. Although teachers adopted palliative coping strategies, their high sense of teaching efficacy and advocacy for their students were major mitigating factors to burnout. In addition to teaching efficacy, competence in pedagogy and workplace engagement were mitigating factors to well-being. Teachers avoided burnout because of their high eudaimonic well-being (the subjective experiences associated with living a life of virtue in pursuit of human excellence) coupled with direct cognitive and behavioral coping strategies leading to an increase in job-related well-being and retention. That is, their coping strategies moderated the impact of a district culture that was perceived as negative. [ABSTRACT FROM AUTHOR]

Pacing guides are commonplace yet controversial in American public schools. For teachers who question their usefulness, one means to circumvent them is to exercise autonomy in pedagogical decision-making, though doing so comes with challenges. Through interviews, we examined how 87 gifted and general education 4th and 5th grade math and reading/language arts teachers in one large, diverse public school district expressed their autonomy and reported enacting it in their classrooms. Findings indicated teachers' perceptions of autonomy differed, and their reported pacing guide deviations also differed accordingly. We discuss implications for those in environments where use of pacing guides is mandated. [ABSTRACT FROM AUTHOR]

Abstract\nIZOH (O‘ZBEK)\nPLAIN LANGUAGE SUMMARYLanguage teachers cannot help their students develop high levels of metalinguistic knowledge and language aptitude if they themselves are found lacking in these abilities. This article reports on a study that utilised a descriptive correlational mixed-methods research design to gather data from 89 multilingual teachers of English, Chinese, French, German, and Spanish from secondary schools regarding the relationship between their language aptitude, metalinguistic knowledge, language maintenance habits, self-efficacy, and anxiety. The findings revealed that participants’ metalinguistic knowledge, anxiety, and formally acquired multilingualism positively correlated with their language aptitude. Moreover, those possessing advanced language aptitude engaged in language maintenance habits that were both quantitatively and qualitatively different from those who exhibited weaker aptitude.Agar, til o‘qituvchilarida yuqori darajadagi metallingvistik bilim va til qobiliyati yetishmayotgan bo’lsa, ular o‘z talabalariga bu ko’nikmalarni rivojlantirishga yordam bera olishmaydi. Ushbu maqolada o‘rta maktablardan ingliz, Xitoy, frantsuz, nemis va ispan tillarining 89 nafar ko’p tilli o‘qituvchilarining til qobiliyatlari, metalingvistik bilimlari, tilni saqlash odatlari, o‘z-o’zini samaradorligi va xavotirlari o‘rtasidagi bog’liqlik haqidagi ma’lumotlarini tavsiflovchi korrelyatsion aralash usul yordamida to’plagan tadqiqot hisoboti keltirilgan. Topilmalar shuni ko’rsatdiki, ishtirokchilarning metallingvistik bilimlari, tashvishlari va rasmiy ravishda o‘rganilgan ko’p tillilik ularning til qobiliyati bilan ijobiy bog’liqdir. Bundan tashqari, ilg’or til qobiliyatiga ega bo’lgan ishtirokchilar tilni saqlash bo’yicha faoliyat bilan shug’ullanadilar, ular zaifroq qobiliyatga ega bo’lgan ishtirokchilardan miqdoriy va sifat jihatidan farq qiladi.Language teachers should ideally be good at learning and using languages themselves so that they can assist their students in developing effective language learning habits and advancing more rapidly. This ability (i.e., being good at learning and using languages), however, has been little explored among language teachers, though research suggests that it could be predicted by how adeptly teachers can explain language rules, structure, and use to their students, including how confident or anxious they feel when doing so. It may also be related to how many languages teachers have learned and the extent to which they make efforts to maintain their proficiency in the languages they teach since learning multiple languages and actively working to maintain their language skills could lead to a deeper understanding of language learning processes, making them better equipped to support their students in their language learning journey. Eighty-nine teachers of English, Chinese, French, German, and Spanish from secondary schools completed a test evaluating their ability to learn languages effectively. They also participated in interviews aimed at understanding how comprehensively they could identify, explain, and correct language errors made by students, their anxiety and confidence when doing so, the number of languages they had learned, and the measures they took to maintain their proficiency in the languages they taught. The findings revealed that participants who had learned more languages and were more competent in identifying, explaining, and correcting language errors were also better at learning and using languages. They also engaged in activities that were different from those preferred by participants with less skill in learning and using languages. [ABSTRACT FROM AUTHOR]

The article focuses on the significance of integrating talk as a central practice in writing classrooms, demonstrated through the experiences of three secondary English teachers. It explores the benefits of student talk in enhancing writing skills and identities, as well as creating democratic classroom spaces where diverse voices are heard.

In response to the issue of Chinese language teacher attrition in Myanmar, this study aimed to examine the professional commitment of these teachers, with a focus on how their commitment is constructed and shaped within the local context. The study adopted a theoretical lens of positive psychology and utilized a hermeneutic phenomenological approach. Data was collected through semi‐structured interviews in which 10 participants shared their life stories. Thematic analysis was then conducted to identify key themes. The study proposed a positive‐psychology‐informed model with motivation, meaning, and perseverance as the three key components that interact with each other to jointly shape teachers' professional commitment. In particular, motivation to teach is a precondition, the meaning‐making process functions as reinforcement, and perseverance in coping with adverse situations is the ultimate embodiment of teachers' professional commitment. A common feature underlying this model has been traces of the teachers' positive emotions, attitudes, and values. Furthermore, the study approached Chinese language teachers' professional commitment in the situated context at cultural, societal, and institutional levels. The study yields theoretical implications for understanding teacher commitment and offers practical insights for addressing the issue of attrition among Chinese language teachers in Myanmar and similar contexts. [ABSTRACT FROM AUTHOR]

Language teacher agency (LTA) remains understudied in ESL, EFL, and bilingual contexts. Less is known about affordances and constraints of diverse methodologies that are used to explore this concept. This study, therefore, aims to examine how collaborative autoethnography as a methodology plays a role in LTA research. Specifically, three language teachers, through writing reflection journals and conducting group meetings, reflected upon and discussed the use of collaborative autoethnography to examine LTA. This study explores the following research question: What are the affordances and constraints of collaborative autoethnography as a research methodology to examine LTA? The findings demonstrate that collaborative autoethnography can be a productive tool to yield meaningful findings regarding LTA, as shown in the three emerging themes: (1) promoting intentional reflections on teaching and positioning, (2) promoting rigorous research process, and (3) posing potential methodological and ethical issues. Implications regarding research and professional development are also discussed. [ABSTRACT FROM AUTHOR]

The teaching of English First Additional Language (EFAL) in South Africa is gradually changing from the traditional style because of the devastating effects of the COVID-19 pandemic. Efforts are being made to stimulate learners' interest in learning which include using information communication technology (ICT) in the form of e-learning to enhance understanding. The outbreak of the coronavirus disease (COVID-19) was a major challenge as it compelled teachers to engage in online teaching - even those who were never trained in the use of technology. A qualitative research method in the form of semi-structured interviews was used to collect data from 15 EFAL teachers who were purposefully selected on the basis that they used e-learning to supplement their face-to-face teaching. I found that the integration of e-learning to the traditional physical contact style was essential in improving the teaching of EFAL. The majority of participants, however, highlighted that they still encountered challenges related to heavy workload and efforts to complete items listed in the work programme. Inadequate training of teachers on e-learning, a lack of resources and poor connectivity also acted as barriers to the full implementation of blended learning, which considerably improves learners' performance. [ABSTRACT FROM AUTHOR]

Although many issues about the use of transcripts for studying classroom interactions have been addressed in other studies, little attention has been given to the use of transcripts to study student teachers' classroom interactions. To achieve a deeper understanding of student teachers' perspectives and permit the formulation of a more appropriate framework, it is crucial to hear from student teachers and investigate their experiences about the use of transcripts. Therefore, in the study reported on here we used 7 focus-group interviews of approximately 6 Saudi EFL (English as a foreign language) student teachers in each group to investigate their perceptions on the use of transcripts for studying their classroom interactions. The data were thematically analysed. Three themes that represented the participants' experiences of using transcripts to study their classroom interactions emerged: using the transcript analysis, learning from the transcript analysis, and committing to using the transcript analysis. The findings reveal that most participants felt they had autonomy in using transcripts to study their classroom interactions, but experienced some challenges. Most students were determined to change their classroom interaction based on their analyses of classroom interactions but only a few demonstrated the determination to continue using the transcript analysis approach. [ABSTRACT FROM AUTHOR]

This paper examines the dynamics which led to the formation of Italian by reconstructing the language ideology of the teacher and polygraph Orazio Toscanella, i.e. one of those cultural mediators who, in the sixteenth‐century Venetian printing market, were actively involved in the promotion of the vernacular. Looking for traces of Toscanella's language ideology through a range of paratextual materials (title‐pages, prefatory letters), we reconstruct his ideas on the vernacular. These reveal an eclecticism which is not entirely coherent, but which can be understood in light of this polygraph's pedagogical objectives, and of his pressing need to respond to the market's requirements. By focusing on Toscanella's translation of Vives' Exercitatio, published in 1568 under the title Flores Italici, we then compare the ideas conveyed in the paratexts with the author's linguistic usage in the text: we thus show that Toscanella's eclectic ideas on language and his need to accommodate the market's requirements also shaped the type of vernacular he proposed to his readers. This focus on Toscanella's paratextual production allows us to investigate the way in which the 'high' vernacular model was re‐elaborated and disseminated to a broad audience, and the extent to which such re‐elaboration was influenced by commercial concerns. [ABSTRACT FROM AUTHOR]

Aim: Man is a social being who needs to communicate with others. In this regard, the present study investigated the challenges of verbal skills among high school students in Yazd. Method: The research approach was "qualitative", and the method was "Grounded theory". The target group in the study included the teachers of Persian language, literature, psychology and educational sciences in Yazd in the academic year of 2022- 2023, who were selected by theoretical sampling. The research instrument was a "semi-structured in-depth interview". Theoretical saturation was obtained, and the interviews were conducted on up to 12 cases. Data were analyzed by coding and categorization at three levels: open, axial, and selective coding. Results: The results showed that the "Core Category" included verbal skills. "Causal conditions" included practice and activity, enrichment of the environment and psychological characteristics of the students. "Strategies" included effective communication and prevention of misunderstandings and social activities. "Environmental conditions" included socio-cultural, economic, planning and policy and technology environment, and "context" including facilities, incentives, and dialect. Consequences included personal and academic success, social success, and student career success. Discussion: The results indicated that practice and activity, enrichment of the environment, and psychological characteristics of the students affect verbal skills. In the face of these conditions, students will have more effective communication and social activities and fewer misunderstandings. Conclusion: Based on the results of this study, it is possible to strengthen students' verbal skills by purposefully planning and providing the necessary mental climate and facilities in the school and carrying out school activities with the participation of all students. Also, we can expect consequences such as personal, academic, social and career success by overcoming the challenges of verbal skills. [ABSTRACT FROM AUTHOR]

A review of literature suggested that language teacher cognition had been used interchangeably with teachers' knowledge and beliefs, and examined as a static entity to map out the what aspect of teachers' minds. More recently, it has evolved to be thought of as being interactive, dynamic, and situated. However, the relationship between the two different conceptualisations remains obscure in the field. This article engages in a discussion on the conceptualisation and analysis of teacher cognition in relation to teachers' knowledge and beliefs from an activity theory perspective, drawing upon data collected from pedagogical reforms of introducing task-based language teaching for teaching Chinese as a second language. The study posits conceptualising teacher knowledge and beliefs as one element of the activity system, that is the teachers' psychological tools, with teacher cognition towards pedagogies as the tool-object negotiation activity, which involves more complexity and dynamics. The study adds to the understanding of language teacher cognition, and offers conceptual and analytical insights for conducting future research. [ABSTRACT FROM AUTHOR]

An important skill for L1 language teachers when teaching grammar is the ability to produce and quickly evaluate arguments that underpin a grammatical analysis. Previous research has revealed that the strongest arguments in favour of a particular grammatical analysis are based on linguistic manipulations (LM) rather than on rules of thumb (RoT). This makes it critical for teachers to be able to handle arguments based on LM. If LM are considered too difficult to process compared to RoT, however, (student) teachers may avoid grammatical argumentation based on LM altogether, and they might struggle to evaluate their pupils' LM-based grammatical argumentation. The current study has therefore examined whether LM impose a higher cognitive load on Dutch student teachers than RoT, using grammatical discussion tasks in which participants (N = 298) evaluated arguments based on RoT and on LM. Multilevel analyses indicate that LM are indeed more difficult to process than RoT, as measured by response times, correct classifications, and perceived difficulty ratings. This effect is partly influenced by student teachers' need for cognition and their willingness to engage in grammar. [ABSTRACT FROM AUTHOR]

In this article we present a comparative study in which we analyzed teacher questions in two different languages of instruction, namely, English‐medium instruction (EMI) and Basque‐medium instruction (BMI) classes at university. For this purpose, we videotaped and analyzed two teachers who delivered 29 lessons forming a corpus of 39 h of recording. The tool used for classroom observations and for the analysis was the Communicative Orientation of Language Teaching observation scheme, which was then followed by statistical analyses. Results revealed that the language of instruction did not exert an influence on questioning practices, since there were no significant differences between EMI and BMI lessons. However, results revealed teachers and their teaching style as an influential variable when it came to questioning. In both languages the most utilized types of questions were Display Questions, followed by Convergent Referential Questions, which indicated that lower‐order questions predominated over higher‐order questions. As for pedagogical implications, we highlight the need for teacher training so that lecturers become aware of the importance of promoting interaction in the classroom through questions, as well as the positive impact of asking higher‐order questions that entail a cognitive challenge for the students. [ABSTRACT FROM AUTHOR]

Studies informed by poststructuralist theories of language have examined the relationship between language teachers' emotion labor, identity, and agency. However, research has not yet explored the relationship between emotion labor and volunteer teaching, which is an important practice in language education. Our research seeks to address this gap, drawing on a 2‐year qualitative case study at the community‐based Vancouver Bangla School (VBS). With emotion labor and investment as the conceptual underpinnings, our study investigated how the VBS heritage language (HL) program structured the emotion labor of seven volunteer teachers, what the feeling rules associated with the VBS program were, and the extent to which volunteer teachers' investment in HL education helped them manage their emotion labor. Data sources included participant classroom observations, field notes, focus group and interview transcripts, questionnaires, and educational resources, which were analyzed using reflexive thematic analysis. Findings indicate that the emotion labor of volunteer teachers was structured by the following characteristics of the VBS program: lack of funding, poor organizational structure and teacher recognition, challenges of online teaching, insufficient number of teachers, limited parental support, and lack of training. This emotion labor was associated with four feeling rules implicit in the VBS program: (a) be generous and caring, (b) be committed and dedicated, (c) be a good and efficient teacher, and (d) have limited expectations of the community. Findings suggest that teachers' investment in Bangla as a mother tongue in multicultural Canada, and their investment in promoting the children's transcultural identities, was particularly powerful, and enabled the volunteer teachers to navigate and manage their emotion labor. The study suggests that an enhanced understanding of a language teacher's investment in a program, institution, or community might provide insight into the important relationship among desire, agency, and emotion labor. [ABSTRACT FROM AUTHOR]

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

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

The motivation of in-service English language teachers in Thailand was examined through the lens of possible language teacher selves. With English as a lingua franca and Thailand's emphasis on English proficiency, understanding teacher motivation is crucial. The qualitative narrative approach was adopted, involving semi-structured interviews with three participants having a minimum of three years of teaching experience. The study addressed the gap in literature regarding English teachers' possible selves and retention. The findings revealed the interplay of intrinsic and altruistic motives, self-concept, and career aspirations. Participants' motivations aligned with their ideal, actual, ought-to, and feared possible selves. Their reasons for teaching were in harmony with their aspirations, current self-perception, perceived obligations, and the desire to avoid negative outcomes. The findings have relevance for tailored professional development, student-centered approaches, recognition of non-native speaker strengths, and strategies to enhance teacher wellbeing. While limited by sample size and design, this research contributes to understanding teacher motivations and their implications for educational institutions. [ABSTRACT FROM AUTHOR]

"Teaching English with Corpora: A Resource Book" by Vander Viana is a valuable resource for TESOL professionals and students majoring in TESOL. The book fills a gap in the literature by providing ready-to-use activities and guidance on how to effectively use corpora in English language teaching. Divided into two parts, the book offers lesson plans for general English and English for specific purposes, covering various topics such as phrasal verbs, discourse markers, and academic writing. The book includes detailed instructions, materials, and online support, making it a practical tool for language teachers. It also encourages discussions about language use and the importance of understanding grammar in context. [Extracted from the article]

Teachers' conceptions of assessment are a significant indicator of teacher assessment literacy. This study contextualized pre-service teachers' conceptions of assessment in Chinese second language education. An exploratory factor analysis generated eight first-order factors and the following confirmatory factor analysis found a hierarchical model, reflecting a noticeable influence of prior learning experiences and official assessment regimes on conceptions. A follow-up latent profile analysis showed three profiles. Improvement-oriented was the most prevalent profile, but more than 40% of the participants were categorized as negative. The study substantiated the need to develop an integrative and balanced understanding of assessment in teacher education to prepare pre-service teachers for teaching in international contexts. [ABSTRACT FROM AUTHOR]

World language teachers have historically relied on the notion of teaching methods to inform elements of design and procedure in their instructional practice. Teacher beliefs about teaching methods, however, have been shown to be significantly influenced by their context, including their institution and their learners. This phenomenon has led some scholars to identify a postmethod condition, where teachers prioritize making responsive, principled decisions about instruction based on their context. This qualitative study investigated the patterns and realities of the postmethod condition in practice through the lens of teacher beliefs about teaching methods, focusing on ten secondary-level world language teachers of French and Spanish in the USA. Data sources included a survey about teaching methods, in-depth interviews, and classroom observations. Data analysis included descriptive statistics, multiple phases of coding, and integrating analysis of the three sources. Findings indicated that teachers in this group largely identified as adhering to one main teaching approach, with eight of the ten self-identifying as using primarily comprehensible input and/or TPRS (Teaching Proficiency through Reading and Storytelling) methods. However, through investigating their beliefs about grammar and accuracy; the four skills of reading, writing, listening, and speaking; the importance of input and output; and instructional flow, we found that the teachers examined and reexamined their teaching methods regularly, largely due to the influences of their learners and their institution. The relationship between the teachers' beliefs and practices was mediated by context-driven instructional decision-making, indicating the presence of a postmethod condition. [ABSTRACT FROM AUTHOR]

Content and language integrated learning (CLIL) programs impose enormous demands on teachers, who are expected to integrate the two aspects pedagogically. Content and language teachers are thus encouraged to collaborate to help students master content knowledge and develop their additional language (L2) proficiency simultaneously. To reveal whether such teacher collaboration (TC) is beneficial, researchers have also attempted to examine its effectiveness on student learning. Situated in a Chinese tertiary classroom, this quasi-experimental study investigated how TC affected student learning by recruiting a content instructor, a language expert, and 50 students in two intact drama classes (n = 25 each). The impact of TC on student learning was captured by two character analyses written by the two groups of students before and after the intervention which lasted throughout the 13-week drama course. Results from inferential statistics and textual analysis showed that students in the experimental group improved their writing in both content and language aspects as compared to their peers in the control group. Such findings show that TC is conducive to student learning in CLIL and yield significant implications for CLIL pedagogy. [ABSTRACT FROM AUTHOR]

Many bilingual preservice teachers in Texas are not able to get certified because of language limitations. Although they have grown up listening and speaking their native language at home, with family and friends, many face challenges when using academic language in a formal setting. There is a mismatch between their language level and their actual performance. This qualitative study explored Latina preservice bilingual teachers' language proficiency levels in oral and written academic language skills during a bilingual methods course as part of the requirements for teaching certification. The participants learned about their language strengths and areas of needed improvement through diagnostic assessments; they worked on improving their language before taking a high-stakes test for bilingual teaching certification. Then data from the assessments was used to plan and tailor instruction to meet the linguistic needs of the participants. The study found participants had increased awareness of language strengths and needs; gained confidence in their language ability to speak and write using academic language. A strong recommendation for all bilingual educator preparation programs is to set minimum language entry requirements of early advanced in the target language, identify language strengths and needs as early as possible; tailor instruction targeting academic oral and writing skills, and provide opportunity for the bilingual candidates to learn about their language ability at early stages in the program. [ABSTRACT FROM AUTHOR]

This paper explores the experiences of practicing bilingual (English/Spanish, English/Portuguese, and English/Haitian Creole) and English as a Second Language teachers after completing a Bilingual Bicultural Education Certification program. It highlights how teachers defined success when working with their emergent bilingual students and names the barriers that teachers identified as preventing them from success. Using a Systems Theory for Career Development framework, analysis indicated that, from teachers' perspectives, elements that contributed to success were often framed as the result of interpersonal and social factors while major barriers to success were often described as resulting from environmental and, to a lesser degree, social factors. Implications for teacher education and professional development are provided. [ABSTRACT FROM AUTHOR]

Background: Engineering's introduction into K–12 classrooms has been purported to support meaningful and inclusive learning environments. However, teachers must contend with dominant discourses embedded in US schooling that justify inequitable distributions of resources. Purpose: Drawing on Gee's notion of discourses, we examine how teachers incorporate language legitimizing socially and culturally constructed values and beliefs. In particular, we focus on the discourse of ability hierarchy—reflecting dominant values of sorting and ranking students based on perceived academic abilities—and the discourse of individual blame—reflecting dominant framings of educational problems as solely the responsibility of individual students or families. We aim to understand how these discourses surface in teachers' reasoning about teaching engineering. Method: We interviewed 15 teachers enrolled in an online graduate program in engineering education. Utilizing critical discourse analysis, we analyzed how teachers drew on discourses of blame and ability hierarchy when reasoning about problems of practice in engineering. Results: Teachers drew on engineering education concepts to reinforce dominant discourses (echoing specific language and preserving given roles) as well as to disrupt (utilizing different language or roles that [implicitly] challenge) dominant discourses. Importantly, teachers could also retool discourses of ability hierarchy (arguing for a more equitable distribution of resources but problematically preserving the values of ranking and sorting students). Conclusions: K–12 schooling's sociohistorical context can shape how teachers make sense of engineering in ways that implicate race, gender, disability, and language, suggesting a need to grapple with how discourses from schooling—and engineering culture—maintain marginalizing environments for students. [ABSTRACT FROM AUTHOR]