This is a longitudinal study of foreign language teacher professional identity development. We traced a single teacher's sociohistorical identity development at three temporally different moments during the first eight years of his teaching profession. The data, collected mainly through classroom observations and semi-structured interviews, were…

The aim of the research project was to consider whether theoretical underpinnings of the concept of differentiation would help a group of modern languages student teachers develop their understanding and practice of differentiation in the classroom. This was a small-scale inquiry with qualitative data collected from three sources: student…

Like language teachers everywhere, Deaf teachers of New Zealand Sign Language (NZSL) had to suddenly move classes online when COVID-19 restrictions were implemented from March 2020. NZSL is conventionally taught through a direct immersion, communicative approach, so adapting instruction to a remote mode required NZSL teachers to develop new…

Integrated writing tasks, which require students to incorporate information from multiple sources into their writing, are gaining attention in language assessment and writing instruction due to their alignment with the expectations of academic and professional writing. Understanding what aspects of integrated tasks are perceived as challenging by…

This study highlights critical factors influencing English as a Foreign Language (EFL) teachers' decisions to provide in-class oral corrective feedback (OCF). It explores the interplay between teachers' individual differences -- namely educational background, teaching experience, and additional training -- and their decisions regarding OCF. EFL…

The present study investigates the emotional experiences of seven student teachers through the process of lesson study in a pre-service language teacher education course at a university in Macau. Drawing on data from semi-structured interviews, individual reflections, and observational notes, the study reveals a variety of emotions experienced by…

This paper reports on research in secondary schools in Brunei to investigate how teachers and learners view the English language learning classroom. The paper reviews the literature on learner perceptions, and comparisons with those of teachers, and argues that a "researcher's agenda" frequently imposes limitations on data gathered. A…

Although educators can use digital tools to meet emergent bilingual students' unique needs, language teachers generally feel unprepared to use technology with students, and language teacher education programs face challenges in implementing technology. This study uses ethnographic methods to explore 12 pre-service teachers' (PSTs) experiences…

The first years of teaching are often described as 'emotionally challenging' by English as a foreign language (EFL) teachers in secondary schools in France because their professional identity and skills are still under construction. How, then, can novice teachers (NTs) be supported during this process? The present study focuses on 14 NTs…

Teacher language use has long been debated and the different proportions and functions of the first language (L1) have been recurrently examined. Nevertheless, there has not been enough attention paid to the relationship between teacher language use and learning outcomes using empirical data. Hence, the present study aims to investigate the effect…

Mid-career teachers are often described as experienced and comfortable in their jobs with higher motivation and self-efficacy (Hargreaves 2005); yet, at the same time, the mid-career phase has also been portrayed as a period marked by a career plateau and feelings of stagnation (Farrell 2014). Despite the criticality of this career phase and the…

The continued spread of Western ideology, English as a lingua franca, and the myth of the native speaker all play a role in the racialisation of language teaching (Phillipson, R. 1992. "Linguistic Imperialism." Oxford: Oxford University Press; Ramjattan, V. A. 2019. Raciolinguistics and the aesthetic labourer. "Journal of Industrial…

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…

Text classification and text gradation are important for language teachers. Profiling and readability studies examine textual and linguistic features that determine text difficulty. Arabic, as an under-resourced language, suffers from a lack of such studies which results in material developers and textbook writers relying on their intuitions and…

The aim of this study is to investigate how L2 learners develop their ways of expressing compliments in L2 as a result of a virtual exchange. Although compliments play an important role in the discourse of second language (L2) classrooms studies exploring production of this speech act among L2 learners are limited. This study explores how 18…