This study aims to develop a CRET (culturally responsive English teaching) model using development studies consisting of a preliminary design and formative evaluation. Two English teachers and 33 fifth graders from Medan primary schools in Indonesia participated in the study. Classroom observation, semi-structured interviews, reflective journals,…

The concept of cultural literacy as a dialogic social practice celebrates alternative perspectives. Navigating multiple perspectives in dialogue requires high 'tolerance of ambiguity' characterised by a positive, open and flexible attitude towards uncertainty. This article aims to explore how provisional language is used in classroom dialogue to…

Dynamic shifts of language learners' willingness to communicate (WtC) have been investigated in a number of studies with a view to establishing the impact of various cognitive, affective, social and contextual factors. Looking into such influences in the context of a language classroom gives an opportunity to identify variables that might remain…

The discussion of reflective techniques for second language teaching is intended for teacher trainees and in-service teachers and focuses on practical applications of the reflective method. Each chapter presents an important dimension of teaching and poses questions for classroom observation, investigation, and critical reflection. The suggested…

The purpose of this study was to identify the perceptions of professors and students on the cultural/learning and linguistic characteristics contributing to the academic difficulties of Korean college students in the United States. The participants in this study consisted of 25 college professors and 19 Korean college students from a liberal arts…