Pragmatics in the field of English language teaching has recently received increasing research interests, but studies on teachers learning to teach pragmatics are limited. The present study extends this research agenda by investigating how well second/foreign language preservice teacher education (SLPTE) prepares teachers to teach pragmatics.…

This article presents a story of practice regarding how a primary school addressed the issue of supporting English as an additional language or dialect (EAL/D) learners to communicate and reason in mathematics. A shared understanding across the school uncovered teachers have a critical role in supporting EAL/D learners and their acquisition and…

Netnography, a qualitative research approach, entails observing, analysing, and interpreting online data. This netnography explores how teacher agency, emotion regulation, and professional identity were enacted by a novice Chinese language teacher in response to emergency remote teaching (ERT) in Australia amid the global pandemic. Ecologically…

Corpus-based approaches to language and literacy education, commonly known as data-driven learning (DDL), are increasing in prominence. However, the vast majority of DDL interventions involve adult tertiary level learners, leaving a dire need for comprehensive DDL studies for secondary education. The present study reports on a half-year DDL…

There is scant research on preservice English as an additional language or dialect (EAL/D) teachers' paired practicums in an online context. Underpinned by Cultural Historical Activity Theory, this paper explores how preservice EAL/D teachers exercise their relational agency during online paired practicums. Data were collected from five preservice…

This is a qualitative examination of how a Chinese language teacher responded to challenges and developed her agency in a unique teaching and learning environment, termed as the blended classroom. The uniqueness of this classroom lies in its attendance by two cohorts of students at the same time -- a face-to-face and an online group. The online…

This book fills a large gap in our understanding of how to prepare teachers for the challenging but increasingly popular task of integrating content and language instruction. It brings together findings on content-based teacher education from Africa, Asia, Australia, Europe and North America in order to inform researchers and teacher educators and…

This article conceptually examines TESOL teacher intercultural identity development in the Australian multicultural context. Using intercultural communication competence theory, the author discusses how TESOL teacher intercultural identity is developed and transformed in action and across languages and cultures. The in-progress formation of TESOL…

In recent years, Australian schools have become increasingly multilingual, with students needing targeted support to develop academic English, yet also bringing rich linguistic and cultural resources to the classroom. Policymakers have recognised the critical role of identifying and describing the language and literacy demands in all disciplines,…

This paper focuses on written corrective feedback and its challenges for teachers working with adult learners in the English language classroom. The teachers introduced in this paper teach in dedicated language centres, specifically a private college specialising in journalism courses and a university English language centre. Both teachers teach…

This paper reports on research which has explored essential requirements for pedagogies of hope, including the expansion of teachers' semiotic knowledge. The study, a professional learning intervention with teachers of young multilingual learners engaged in science inquiry, was informed by Systemic Functional Linguistics (SFL) descriptions of…

A major concern in recent decades is that teachers are equipped with pedagogical knowledge through pre-service teacher education programs but know nothing about how to put pedagogical knowledge into their own teaching scenarios. Hence, an increasing attention has been attached to teachers' contextualized understanding of pedagogical knowledge for…

English as a second language (ESL) teaching is partly a thinking process in which teacher knowledge plays a pivotal role in making instructional choices (Breen, Hird, Milton, Oliver, & Thwaite, 2001). The present study contributes to understandings of teacher knowledge by exploring the types of knowledge, which practicing teachers value in…

This forum article describes a postgraduate certificate teaching English to speakers of other languages (TESOL) program with a strong linguistics orientation and argues that such a program provides novice language teachers with knowledge and skills superior to those of programs which focus more on methodology and practicum experience and less on…

This paper describes one aspect of an ESL teacher's journey, in which her voluntary involvement in a series of science-based professional learning events inspired her to use language-based objectives to develop and teach an integrated unit of work with ESL students. Her willingness to modify her usual pedagogical practice and the inspiration she…