This chapter describes and analyses visual linguistic autobiographies of Spanish and French student teachers at Hamburg University, making use of the Dominant Language Constellation (DLC) perspective. In order to determine, compare and explain the constellations depicted by the two groups, the author makes use of dynamic systems' theory and…

Research has identified 10 high-leverage teaching practices (HLTPs) that can impact student learning of a foreign language. While acknowledging the importance of this work, more research is needed to inform the preparation of novice teachers to enact these practices. In response, the researchers conducted a case study involving two foreign…

The abrupt shift to online instruction that occurred in spring 2020, often referred to as emergency remote teaching (ERT), caught many world language educators off guard. To prepare for future disruptions to face-to-face learning and illustrate promising online teaching practices that emerged during this extended period of time that could serve to…

With the rapid implementation of early foreign language programmes in the state of North-Rhine-Westphalia, Germany, first for Grade 3 (ages 8-9 years) in 2003 and then from Grade 1 (ages 6-7 years) in 2008, primary school teachers had to adapt to teaching a foreign language in Grade 1 quickly. Teachers had little experience with language teaching…

Erasmus student experiences currently seem to be closely linked to the neoliberal common sense, meaning that market-oriented motivations and consumerist behaviours can often be found in students' discourses and experiences. With this point in mind, in this qualitative inquiry, we focused on how a cohort of prospective English language teachers…

Previous research has established a connection between Standard Language Ideology (SLI) and prestige and power and has highlighted the existence of a dominant cultural narrative that idealizes Standard High German as a provider of cultural elevation and unity, viewing nonstandard Germanic varieties as exotic. Nevertheless, scholars have likewise…

Despite the importance of advanced language proficiency when teaching a foreign language, little research has investigated the oral proficiency of aspiring foreign language teachers across multiple countries and what their teacher training programs do to enhance it. In response, the researchers collected and analyzed both quantitative and…

Because of its focus on mutual understanding, the language classroom is uniquely situated to discuss and enact ideas about social justice. This book brings together authors from different geographical and professional contexts united by a common goal: to bring about a change in language teacher education and language classrooms. The chapters…

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…

Content and language integrated learning (CLIL) and English as a medium of instruction (EMI) are emerging as the preferred contexts of language learning. CLIL and EMI classes continue to proliferate in schools around the globe. The aim of this paper is to investigate the current research trends in studies of motivation to learn within EMI and CLIL…

This study investigates the work of second language teachers in two institutional settings responsible for integration training. By exploring teachers' accounts in Finland and Germany, we seek to deepen the understanding of the daily practice of second language education. Bridging conceptual and practical approaches, the aim is to contribute to…

This article reviews a purposive sample of 16 doctoral dissertations in second language (L2) education, completed between 2014 and 2018 and published in German, in Germany. Among the 103 relevant dissertations found from this period, a total of 12 thematic strands were identified, of which five were chosen as being particularly common and thus…

A major challenge for Teaching English to Speakers of Other Languages (TESOL) professionals is how to address the learning needs of diverse learners for whom a monolithic, native-normed version of English is no longer always useful or appropriate. Research in Global Englishes (GE) has noted many teachers' resistance to the adoption of a more…

The present volume constitutes a singular contribution to its field on several counts. First and foremost, it is an outcome of a joint research effort by members of various European higher education institutions who have cooperated within the framework of the European Campus of City Universities Project (EC2U). It is an initiative that brings…

Digitalisation and inclusion can be understood as transversal topics in pre- and in-service teachers' professional development. Both topics have attracted considerable research activity. However, questions of digital-inclusive transformation have only rarely been discussed within the field of foreign language teaching. Researchers in the field…