In the field of professional development (PD) in TESOL, personal practical knowledge of TESOL teachers has brought about the shift from a decontextualized presentation of theories and practices of English language teacher education to a sociocultural perspective (Crandall & Christison, 2016). Such a perspective can be adopted through actually…

This Advice provides important information on the national context and describes best practice to support senior leaders, practitioners, and education authorities in evaluating and planning for improvement in Gaelic Education. It is based on evidence from inspections, reviews and validated self-evaluation, covering all sectors of Gaelic Education…

This report summarizes Austin Independent School District dual language teachers' feedback that was collected individually or during focus groups in the fall and winter of 2016-2017. Teachers gave their opinions about program components and suggestions for how to improve the program.

To help satisfy the pressing need for technology-related professional development for in-service teachers, the Global Academic Essentials Teacher Institute (GAETI) was implemented to provide in-service foreign language and social studies teachers with content, pedagogy, and technology explorations centered on the teaching of the Common Core State…

In this article, the author describes her preparations for the Teaching English to Speakers of Other Languages (TESOL) professional presentations in Haiti. As a cultural worker, (after Paulo Freire), she was very conscious of the need for care in working with "the Other" especially when the Other is known only from second hand…

Foreign language learning can pose a barrier to some students with disabilities. This practice brief describes a collaborative process used on one campus to provide professional development for foreign language instructors. Training opportunities were intentionally focused on the needs of adjunct and temporary lecturers in providing inclusive…

In this ethnographic self-reconstruction, the author represents the ways in which he negotiated the differing teaching practices and professional cultures of the periphery and the center in an effort to develop a strategic professional identity. He brings out the importance of using multiple identities critically for voice in the wider…

The author has worked as a language teacher, teacher educator, and second language acquisition (SLA) researcher for over forty years. During this time grammar has figured largely in his thinking, in part because it has traditionally been so central to language pedagogy and in part because he became fascinated with how the human mind grapples with…

This article takes a broadly sociocultural perspective on the development of an Armenian English as a foreign language (EFL) teacher. It focuses on how experiences and actions outside the professional development classroom influence language teacher agency. The paper is framed within activity theory and specifically draws on Galperin's orienting…

Although the interactive whiteboard (IWB) is becoming increasingly prevalent in classrooms throughout the more efficient parts of the world and research has shown how this tool can increase the effectiveness of teaching and even transform pedagogy (Kennewell & Beauchamp, 2007), research literature overviews (Higgins, Beauchamp, & Miller,…

The recommendations and questions in this report enumerate key factors that may help a department answer the most important question about a graduate program: does it give its students the time and resources necessary to complete their degrees in a timely fashion? This document offers best practices in seven general areas for improving the…

The cooperative development discourse framework (Edge, 2002) has traditionally been used to help individuals-who-teach explore and improve their teaching practice by speaking openly and nondefensively to one of their colleagues, who will refrain from judging and evaluating them. This article presents the rewards of establishing such a…

This article is written from the perspective of 4 current MA TESOL graduate students at the Monterey Institute of International Studies (MIIS). These students have written about their experiences by incorporating their theoretical and pedagogical English language-teaching knowledge into the growth and maintenance of a community-based ESL program…

In July 2009, a group of over 80 FSL teachers from British Columbia (BC) participated in a two-week sojourn at the "Centre d'Approches vivantes des Langues et des Medias" (CAVILAM) in Vichy, France, as part of an initiative to address the critical shortage of qualified French language teachers in the province. After almost four decades…

Although the professional development of graduate students in foreign language (FL) departments is of critical importance, discussion of its significance and evolution was all but absent in the 2007 Modern Language Association report "Foreign Languages and Higher Education: New Structures for a Changed World," a document advocating curricular and…