This article offers a decolonial reading of professional development for English-medium instruction (EMI). The article zooms into the context of Taiwan, where the promotion of EMI has intensified since the 2030 Bilingual Policy was introduced. It is unclear, however, what constitutes EMI professional development, and to what extent the…

This study examined the perceived and assessed speaking proficiency levels of 10 in-service Spanish teachers, their use of Spanish in and outside of work, and factors that motivate or hinder the maintenance or development of their proficiency. It also compared their current proficiency levels with their proficiency levels before completion of…

This article explores the effectiveness of a 416-hour professional programme intended to support 5010 Kazakhstani teachers in shifting to teaching their subjects through English. Document analysis describes the perceived intent of the course and how that is reflected in the course description and guidelines given to trainers. Document analysis is…

This qualitative study explores the current practices of K-12 foreign language teachers (FLTs) in using the target language (TL) within an urban school district in the Midwest United States. Focusing on how FLTs engage in professional development (PD) to optimize their TL use in the classroom, the study investigates the strategies and knowledge…

This study investigates subject teachers' practical knowledge and teaching behaviour regarding integrated language teaching in the context of vocational education. The emphasis was on the nature of teachers' subject-specific language awareness and how they enact this awareness in their teaching practice. For this purpose, teachers in vocational…

In response to the increasing linguistic diversity in educational settings resulting from migration waves into the Global North, this study delves into the beliefs of secondary teachers regarding multilingualism within predominantly monolingual policy schools in Flanders, Belgium. Despite the recognized benefits of multilingual pedagogies,…

Subjective critiques can often be heard about the quality of English language teaching and learning in higher education in Nepal -- both as being deteriorated and upgraded. This study stemming from the major finding of a previous one -- low grammatical proficiency of B. Ed. English majors studying at a community campus in Nepal -- was an attempt,…

Although standards for world language education have brought forth a needed shift in instructional practices--moving from traditional to communicative, proficiency-based methods--research suggests that many teachers have yet to modify their practices. This study follows three teachers at the K-12 level who attended a summer professional…

English teachers' professional development responds to individual needs and societal discourses about teaching, learning, and language use. This paper reports the findings of a case study that explored the factors that increased or limited the active and committed participation of nine Colombian teachers of English in professional development…

Task-Based Instruction (TBI) is a dynamic approach in tertiary language education that emphasizes the integration of authentic and meaningful tasks to enhance language learning outcomes. This study aims to explore the implementation of TBI in the Philippines, investigate its cognitive benefits and transformative nature, identify pedagogical…

This research explores the issues of applying bilingual education in China Panorama Curriculum, with purpose to enhance cross-cultural adaptability of ASEAN students in higher education. Employing questionnaires and interviews with a longitudinal analysis based on factors like age, gender, nationality, and time in China, to investigate the…

Research shows that English learners are too often denied access to complex tasks that address grade-level standards. Teachers have expressed that they believe lack of English proficiency makes complex work impossible or that they fear frustrating students into withdrawal. This article presents how teachers can incorporate students' native…

Based on Bourdieu's theory of practice, this article explores pedagogical ideals and educational policies in teachers' everyday practice in a postcolonial bilingual university setting in Greenland. Greenlandic and Danish teachers' teaching ideals were explored during a one-year pedagogy qualifying course for assistant professors organised by the…

Based on video recordings of five pre-k to grade 4 Chinese dual-language bilingual education (DLBE) teachers' classroom instruction, this article examines the Chinese DLBE teachers' target and first language use and pedagogical moves during their processes of learning to teach in immersion schools in the US. Conversational analyses of classroom…

There are now powerful standards that make visible the connections among language, analytical practices, and content-area knowledge. Yet not all educators have access to adequate training, resources, or models to help them reconfigure the role of language in content-area learning, appropriately change instructional practices, and ensure all…