In this qualitative study, we seek to explore the experiences of English as a foreign language (EFL) university teachers in Chile during the first semester of emergency remote teaching (ERT) in 2020. We conducted 17 semi-structured interviews and analysed them using qualitative content analysis. Emergent themes were divided into two general…

Purpose: The professional experiences of teachers of languages and cultures, along with the learning experiences of their students, are embedded in educational contexts, which themselves are informed, and constrained, by national language policies. This study aims to explore 51 English-as-a-foreign-language (EFL) secondary teachers' perceptions of…

Lesson observation has been used with pre- and in-service teachers to improve classroom practices. In addition, reflection and criticality can be developed when teachers use evidence from their lessons and engage in collaborative discussions. Therefore, it is essential for pre-service teachers to collect data from their practices and reflect upon…

The 2019 Coronavirus pandemic has triggered significant changes in education systems worldwide and Initial Teacher Education (ITE) programmes have been particularly affected by the associated challenges. Due to school closures, teaching placements have had to shift from the face-to-face lessons to an entirely virtual model. Twenty-seven Chilean…

The aim of the present study is to examine factors affecting participation in telecollaborative language courses conducted in virtual world environments. From recordings of a course in sociolinguistics conducted in Second Life (SL), we determine degrees of linguistic participation (voice and chat), and triangulate these data with questionnaire…