This study aims at documenting the challenges that three Mexican students participating in a Content-Based Instruction (CBI) module from a Master's (MA) program in English Language Teaching (ELT) face when writing content and language objectives for CBI lessons. Through qualitative research based on a content analysis design, one lesson plan of…

This study explores the ways in which master thesis writers position their research in the field of English language teaching in a context where academic literacies are still a developing field. From a social semiotic perspective, this paper aims to identify the resources writers use to represent their object of study and provide a context and…

Currently, there is limited research examining the barriers that immigrant professionals experience when becoming a bilingual teacher in the United States. This study examines the trajectory of a Mexican national, trained as a teacher in his home country, who became a bilingual dual-language educator in a Central Texas school district. Drawing on…

This case study examined the level of reflection in the essays written by 15 Mexican English language teachers taking a Master's Degree course in English as a foreign language (EFL). The essays were evaluated using the categorization scheme for assessing the level of reflection developed by Kember, et al. (2008). Semi-structured interviews were…

A foreign language curriculum is described that was designed especially for students enrolled in a master's in business education program at the University of California, Los Angeles (UCLA). The program's goals are for students: (1) to attain a high-intermediate level of proficiency in speaking, listening, and reading in the target language; and…