Language education evolves and is shaped by the needs of the generations as well as the contemporary realities of the world. Today, humanity faces with rapid developments and innovations in technology and science. These realities shape the society and each community in the world. In this regard, the term Generation Z (Gen Z) has emerged. Gen Z has…

Although the educational intentions of content and language integrated learning (CLIL) seem to be perspicuous, how to put them into practice in different subjects is not so clear-cut. In addition, critical voices within the physical education (PE) arena claim that CLIL may jeopardise the subject. Therefore, CLIL needs to be adjusted in order to…

In this qualitative study, we draw on theory and practice in relation to the concepts of "fixity" and "fluidity" in language education (i.e. the simultaneity of bounded, named languages; and the need to transcend language boundaries). We use data from focus group interviews to investigate the entangled ideological dilemmas…

Mobile-assisted language learning (MALL) has witnessed an explosion of interest from consumers and researchers. However, consumers often complain about the limited functionality of MALL applications, which typically do not allow for critical self-reflection or for users to consider different aspects of their learning such as the task itself, the…

This article presents a pedagogical design for teacher education that combines flipped materials, in-class instruction, and telecollaboration (also known as virtual exchange) for foreign language teacher education. The context of this study is a course on technology and language learning for future teachers in which the flipped classroom concept…

This volume focuses on glocalization in English language teaching and learning, examining the challenges of its implementation. It describes the innovative practices of multilingual TESOL practitioners from various parts of the world, offering nuanced perspectives on how to glocalize teaching methods, curricula, materials, and teacher preparation.…

The past 40 years have witnessed significant developments in ELT research, reflecting the changes in learners' language needs and the extensive development of various language learning/teaching methods in different times and places. The aim of this study is to provide a systematic and comprehensive account of changing ELT methods (oral-structural…

Computer-Assisted Language Learning (CALL) for 4th Year EFL Student Teachers is a complementary language teaching methodology course, with a specific focus on computer-assisted language learning approaches, methods, techniques and procedures as well as the computer-based tools, devices, applications and facilities that can be used to facilitate…

Language is implicated in daily lives, and there are a large and open-ended number of activities (Cook, 2003), which involve language theories (Alkhaldi, 2011). This research analyses the language theories which are involved in the activities of Jordanian language materials. The researchers have chosen a sample from language materials used to…

In "English Language Learners and the New Standards," three leading scholars present a clear vision and practical suggestions for helping teachers engage ELL students in simultaneously learning subject-area content, analytical practices, and language. This process requires three important shifts in our perspective on language and…

Many teacher-development models posit teacher learning as a linear process in which teachers build skills and knowledge while progressing through different stages of expertise. Although this model is attractive for many reasons and often does seem to shed light on some of the aspects of teacher development, this author's own experience largely…

Second language teacher education (SLTE) has undergone considerable change over the past 25 years. The question of how language teaching is learnt and how programmes of professional preparation can contribute to this process now elicits quite different answers. A new agenda of theory and practice has emerged as SLTE has incorporated many of the…

This dissertation examines what graduate teaching assistants believe about teaching and learning a foreign language based on their prior experiences. Additionally, it examines how TAs' beliefs develop as they begin teaching and how their classroom practice is subsequently shaped. The participants were five first-year TAs in three different foreign…

Content and Language Integrated Learning has received a strong tailwind in European educational and language policies. It is on the verge of becoming a mainstream phenomenon. However, an overly speedy implementation of "CLIL for all" might bear a number of risks for all groups of stakeholders. The purpose of this book is to link the…

The Communities of Practice (CofP) framework and theories of engaged participation have profoundly shaped how we theorize, investigate, and represent a variety of learning and teaching processes, both in and out of classroom contexts. Within this framework, useful distinctions have been made between a teaching curriculum and a learning curriculum,…