Amidst growing migratory movements and hurdles of assimilation, the INTREF initiative strives to craft a comprehensive strategy for the schooling of refugee children, melding e-learning, emotional and social support, along with adaptable teaching methods. This endeavor learns on principles like linguistic diversity, cross-cultural skills, and…

The Common European Framework of Reference for Languages (CEFR) (Council of Europe 2001). Offers a comprehensive framework for learning, teaching, and assessment, promoting transparency and coherence in language education. Central to the CEFR is its action-oriented approach, which views language as situated social action and positions learners as…

The demand for proficient English language teachers has increased significantly in non-native English-speaking countries, emphasizing the need for effective teacher training programs. This study investigated the influence of the CELTA/TESOL certification on non-native English teachers' practical teaching knowledge and efficacy perceptions in an…

The aim of this study is to search instructors' self-efficacy perceptions in English teaching at university prep school context. The relationship between instructors' self-efficacy perceptions and their use of teaching strategies, proficiency level and background characteristics is also investigated based on the three subdimensions of…

Feasibility of maintaining an educational sustainable development (ESD) depends on exploring teachers' concepts on their common practices in classroom settings. Speakers in multilingual contexts commonly switch their codes, languages, during their numerous social interactions. Nowadays, the phenomena, code switching, has expanded to cover any…

Educational systems worldwide underscore the importance of developing higher-order thinking skills (HOTS) to prepare students for the new challenges of the XXI century. Some pressing issues faced by educators include the ambiguity of the construct; the implementation of HOTS in classroom practices; and the implications for teaching students from…

When gestures occur with speech during math instruction, learning outcomes improve, indicating that gesture has the potential to mitigate educational inequities. One population that could benefit from an instructional tool like gesture is English Language Learners (ELLs). To increase our understanding of gesture's potential benefits for math…

The ability to communicate in different languages is increasingly essential in today's interconnected world. However, language learning outcomes can often suffer due to low engagement and participation, especially among students from diverse cultural and socioeconomic backgrounds. To address this challenge, it is crucial to create a culturally…

This exploratory qualitative study reports gaps in the preservice teacher education and professional development of 15 English language teachers in a Colombian public university regarding their teaching knowledge and practice. Grounded theory was used to examine the data collected via focus groups and questionnaires, which were validated and…

The study reported on here was aimed at providing statistical evidence on the correlation between instructional management and behaviour management, and how they relate to English proficiency level, gender, age, and years of experience among low proficiency teachers in Indonesia. The data were collected using a behaviour management and…

In this eagerly anticipated revision of their bestselling book, authors Diane Staehr Fenner, Sydney Snyder, and Meghan Gregoire-Smith share dynamic, research-backed strategies that every educator of multilingual learners (MLs) can add to their repertoire. Including more of what educators loved from the first edition--authentic classroom examples,…

Multilingualism is a major feature of European schools. The current study examines Danish data regarding teachers' behaviours, beliefs and attitudes about multilingualism. Data were collected using the Multilingual Classroom Questionnaire (MCQ) devised by the European Literacy Network. Sixty-one participants contributed to the Danish sample (85%…

Recent research has shown the increasing number of non-native English-speaking teachers (NNEST) around the world. Research has also considered different attributes these teachers need to have in order to be effective in their professional practices. In this light, this study examines the relationship between NNEST's language proficiency and their…

In the U.S., given the growing number of students who are speakers of languages other than English, this article brings attention to a need for a nuanced perspective on the definition of English learners. The study was designed to investigate teachers' perceptions of English learners and the implications for classroom instruction. Teachers…

This study explores a field-motivated concern among English as a Foregin Language (EFL) teachers at a college preparatory English language program. The course syllabus for this program is fixed and systematically paced over four, seven-week modules. Despite formal assessment measures that result in placing the learners into four levels of English…