This is the first edited volume dedicated to both teachers and learners of second/foreign language (L2) pragmatics. It comprises a collection of studies that explore how teachers background and practices, and individual learners differences contribute to the teaching and learning of L2 pragmatics. Also included are chapters that present…

Reflective practice has long been considered an important part of professional development for educators; however, accounts of utilizing reflective practice with groups of experienced teachers remain scarce. We consider reflective practice to be an important means of fostering professional discourse among experienced teachers regarding their…

While previous studies have established the significance of CALL (Computer-Assisted Language Learning) in language education, the extent to which CALL influences language teachers' well-being and their professional development has not yet been fully understood. This echoes Dörnyei's (2018) argument that although language teachers are the most…

The Center for English as a Lingua Franca (CELF), an initiative of a private university in Tokyo, was founded with serious consideration given to the pedagogical implications of the widespread use of English as a lingua franca (ELF). Such deliberation is not yet prevalent among academics and practitioners who should be most affected by ELF…

English as a Lingua Franca (ELF) refers to the use of English as a contact language between people who have different first languages, including native English speakers (Jenkins, 2014). "ELF is simultaneously the consequence and the principal language medium of globalizing processes" (Jenkins, Cogo, & Dewey, 2011, p. 303). In…

This volume contains selected papers submitted to the 20th Jubilee Annual International Conference of the Bulgarian Comparative Education Society (BCES), conducted virtually in June 2022. The 20th BCES Conference theme is "Towards the Next Epoch of Education." The theme is focused on problems, discussions, changes, solutions, and…

Trinity College Dublin was proud to host, in April 2016, the Second International Conference on Telecollaboration in Higher Education, with the theme "New Directions in Telecollaborative Research and Practice." Over two and a half days, 150 participants offered 95 research presentations, posters, and "problem shared" sessions.…

Although learning advisors are often qualified teachers, the skills they apply, such as those discussed by Kelly (1996), require a significant shift in approach regarding interaction with students. As teachers reorient themselves to advising, their role changes quite markedly from teaching language to advising on learning (Mozzon-McPherson, 2001).…

While some recent pioneering work (e.g., Eslami-Rasekh, 2005; Eslami & Eslami-Rasekh, 2008; Yates & Wigglesworth, 2005) has begun to investigate the effects of instructional pragmatics in teacher education, little has been explored in depth as to the way in which teacher cognition develops in the classroom discourse of language teacher…

The present paper attempts to examine the possibilities of the Classroom Language Assessment Benchmark (CLAB) as a professional development tool for EFL teachers in Japan. Two questionnaire surveys were carried out several months after the last day of the graduate course (both in 2006 and 2007) where CLAB was used as a self- and peer-assessment…

This paper describes "mentor development", a means of collaborative professional development through peer observation that was initiated by the author with 18 peers, all native English speaker EFL teachers at Kanda University of International Studies in Chiba, Japan. It shows how such a programme allows teachers to learn from one another…

We are delighted to welcome you to the International Conference on Education and New Developments 2015-END 2015, taking place in Porto, Portugal, from 27 to 29 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and…

This article reports on the life history narratives of nine female EFL teachers working in higher education in Japan. An interpretive qualitative analysis of the stories suggested that gender cannot be viewed as a free-floating attribute of individual subjectivities but rather must be seen as one of many components in an ever-evolving network of…

Describes one Japanese university's program to train English-as-a-Second-Language teachers in content-based language instruction methodology. Drawing on four years' experience, authors make a number of suggestions for addressing challenges of implementing a content-based approach in higher education. (Author/MSE)

The main purpose of this videotape and guidebook is to familiarize pre-service and in-service teachers of Japanese with the "five C" goals (communication, cultures, connections, comparisons, communities) of the Japanese National Standards and the concept of learning scenarios. The first half of the videotape explains the standards for…