This paper defines transformative language teaching for sustainability (TLS) and shows how contemporary, learner-oriented language teaching can foster important competencies and skills needed to reach the goals of education for sustainable development (ESD). The main aim of our approach is to integrate transformation-oriented ESD into language…

Distance education between the student and the teacher through online sessions can make it difficult for a student who does not understand a concept to ask for clarification. Lack of a physical campus or social pressure from peers can demotivate students from completing their assignments. The framework of multi-intelligence English teaching based…

An increasing body of research has explored patterns of interaction and peer support among young learners. Although some studies suggest that young learners can engage in collaboration when interacting on tasks, other studies indicate the opposite. Moreover, despite the claims that peer collaboration is conducive to learning, studies have not paid…

Early foreign language teaching has recently been made compulsory in Finland, making this an area open to development and innovation where policy-makers and teachers play a significant role in creating new kinds of learning environments, operating cultures, and pedagogy for foreign language learning. This article discusses the early foreign…

This chapter focuses on the future of mentoring by focusing on digital mentoring of language and TESOL teachers in higher education with a lens on nurturing the faculty-student dynamic in primarily online/digital/blended teaching contexts. We also focus on a review of recent extant literature from the last ten years (2012-2022) on the topic in…

This article articulates how the instructor of a French for the Professions course at the U.S. Air Force Academy designed her course by using students' inputs, in particular in the area of assessment. It highlights students' perspectives and contributions, as well as the instructor's deliberate actions to incorporate their voices as expressed in…

This practice article examines the design, implementation and impacts of a collaborative German language learning (LL) field trip in the United States through the conceptual framework of LL and teaching beyond the classroom. We explore the affordances of semi-structured out-of-class experiences in supporting world language students' target…

The aim of this personal reflection is to revisit the major concepts that have informed my academic research in the area of applied linguistics and second language development, and show how my overall pedagogical approach has evolved, thanks to the contribution of Vygotsky's sociocultural theory (SCT). The main focus of this paper is on the…

This article explores the concept of the post-methods era in language teaching, which advocates for moving beyond rigid, prescriptive methodologies. The author argues that no single method can address the diverse needs of all learners and contexts. Instead, teachers should adopt an eclectic and context-sensitive approach, drawing on a range of…

With postcards, addressing culture in the L2 classroom follows an "if-these-walls-could-talk" design by telling the story of what "those walls" might say. A postcards approach is shown to enrich our students' cultural understanding. In many cases, it enhances their desire to experience the target culture on their own. Postcards…

Motivating students towards language learning includes embedding meaningful themes, communicative tasks, and authentic assessments. When voice and choice are held as essential qualities of the task, students invest in the resources to make meaning and express their own thoughts, thus moving us away from traditional assessments that emphasize…

Technology is increasingly being used to foster engagement, enhance classroom dynamics, promote autonomy and improve the student learning experience in language learning environments. Many teachers have begun to employ digital apps and tools (e.g. Mentimeter and GoSoapBox) as a more interactive alternative to traditional activities. One product…

This chapter uses Kolb's (1984) theory of experiential learning to examine the learning process in two related contexts: A university-facilitated study tour for in-service English teachers from Norway and a short-term study-abroad program to Norway for US preservice teachers.

The UFR Lansad (Language centre teaching languages to specialists of other disciplines) was created in 2014 at the University of Lorraine. The process leading to its creation was led by a small number of teachers and researchers, from the pre-existing teams of the previous Lorraine universities (Molle et al. 2019). It is the result of didactic…

This article addresses ten 'tricky' questions related to narrative inquiry in the field of language teaching and learning research. The questions come from the author's experiences of presenting lectures and seminars on narrative inquiry in many different contexts. The questions deal with issues to do specifically with narrative inquiry methods as…