There now exists a sizeable body of work around student voice, predominantly through the intervention of researchers. However, given the critical role of teachers in the fruition of student voice efforts, there is a need to further our understanding of such efforts carried out by teachers themselves, particularly within non-Western contexts. Using…

Guided by the onion model theory of language policy, this study aims to investigate the multi-level implementation of the English Curriculum Standards for Compulsory Education (2022 Edition) in China. Data were collected from both macro and micro-level policy texts, along with interviews with English teachers in five middle schools. One school was…

This article introduces my C.H.A.T.S. model (Conversational, Holistic, Authentic, Transformative, Situated), a novel pedagogical framework I designed to revolutionize language learning and teaching through the strategic integration of Artificial Intelligence (AI) and conversational chatbots with established learning theories. The model addresses…

Virtual reality (VR) has fundamentally changed how students interact with their subjects and learn because it offers an immersive learning environment. This qualitative study aims at exploring Omani English as a foreign language (EFL) teachers' perceptions of using VR. It employed semi-structured interviews with 20 schoolteachers working in…

This article reports a qualitative case study on the translanguaging practices of Vietnamese English-as-a-foreign-language (EFL) educators and explores the mechanisms behind individual differences in their practices through an integrative cultural-historical activity theory perspective. Data were collected through semi-structured interviews,…

This study investigates the development and validation of an integrated supervision system for English language teaching in Thai vocational education. Using a mixed-methods sequential design, the research collected quantitative data from 353 education professionals across vocational colleges and gathered qualitative validation from nine expert…

This report presents the interim findings from an evaluation of a number of the Department for Education's (DfE) Language Programmes which support Modern Foreign Languages (MFL) provision in schools in England: the Language Hub programme; the Language Assistants programme run by the British Council; the UK German Connection (UKGC); and the German…

This research brief describes a collaborative and culturally responsive evaluation process employed in developing an evolving Theory of Change (ToC) for the Department of Education NPD grant, the English Learners' Educational Excellence Capitol Teacher Training Project (Project ELEECT). The brief outlines the framework for understanding how change…

This paper aimed to understand the perceptions of Scottish primary school teachers working in an area with an above (national) average number of Polish-speaking children regarding a bilingual Polish-English programme. Through qualitative data (semi-structured interviews and open-ended surveys), research discovered that teachers regarded the…

Although research on content and language integrated learning (CLIL) has shown that CLIL instruction may enhance students' second or foreign language learning compared to regular foreign language instruction, there are also studies that have indicated similar language development between CLIL and non-CLIL students. However, CLIL can be organized…

Several scholars have examined the increasing influence of neoliberalism in TESOL/ELT, including pedagogy, curricula, and policy discourses. These neoliberal rationalities are, however, not detached from coloniality in Global Southern countries. Taking Pakistan as a case study, the present study examines how neoliberal subjectivities intersect…

This study evaluated the feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention, designed to support Grades 3-5 multilingual students classified as English learners (ML-ELs) in building content knowledge, language skills, and reading comprehension through inquiry-based small-group instruction. Feasibility was examined across…

This study evaluated the feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention, designed to support Grades 3-5 multilingual students classified as English learners (ML-ELs) in building content knowledge, language skills, and reading comprehension through inquiry-based small-group instruction. Feasibility was examined across…