In this article, we report on a mixed-methods study which investigated teachers' attitudes towards and experiences with teaching environmental issues within their ELT classes. Given the rising importance of ecoliteracy and its inclusion as a transversal learning objective for all subjects in many national state curricula, it is critically…

This paper presents the findings related to culture from an online survey with French as a second language (FSL) teachers (n = 45) about equity and antioppression in the Ontario FSL curriculum. FSL teachers defined culture and reflected on the link between language and culture and the role of students' cultures in FSL. Framed by an anti-biased,…

This article considers ways Indigenous Peoples enact relational epistemologies in online Indigenous language courses which support Indigenous language education. We give an overview of popular platforms and their key features, including audio, images, video, text-based instruction, and assessment. Based on our reviews of Indigenous language…

Pragmatics, the social language skills human beings use through everyday social interaction, is a critical and complicated segment of learning a new language. Thus, it is essential to teach pragmatics in English as a Second Language (ESL) classrooms and ESL teachers have pragmatic knowledge. This qualitative case study was designed to investigate…

This article illustrates how science teachers can build upon the spatial repertoire within sheltered English instruction to support multilingual learners (MLs). Specifically, this work explores how multiple modalities within a secondary marine biology classroom can be leveraged for instruction to support language and content learning, as well as…

Linguistics is conspicuously absent from language teaching in UK schools. A-level cultural topics cover a range of themes such as cyber-society, cultural heritage and multiculturalism, but the approach taken to these topics is not informed by linguistics. In previous work, we have argued that this is an unfortunate omission not only because…

Reflective practice (RP) has been widely promoted in many second language teacher education programs to foster pre-service teachers' pedagogical competence. However, the effectiveness of RP has often been questioned and challenged due to its lack of authenticity in practice. This Viewpoint paper focuses on the issue of authenticity of RP and how…

Teacher cognition shapes teachers' pedagogical decision-making and influences their teaching practices, including grammar instruction, even when their cognition and practices might be inconsistent. This study explores English language teachers' cognition regarding grammar instruction and analyses (in)consistencies in teacher cognition and…

The growing body of research on foreign language emotion (FLEM) suggests a need for further studies on the sources and hierarchy of FLEM, particularly through the lens of positive psychology. This insight would enable instructors to prioritize their interventions more effectively, thereby enhancing the emotional experiences of foreign language…

Research on Content and Language Integrated Learning (CLIL) programmes has shown that teachers find it difficult to integrate content and language in their teaching, and that this may be due to a lack of a specific type of teacher language awareness (TLA) for this type of teaching. This study explores how TLA for CLIL is manifested in metatalk in…

The present study explored the antecedents and potential solutions to boredom in online English classrooms from the perspectives of 105 Thai EFL university students. Guided by a qualitative approach, an open-ended survey and semi-structured interviews were used to collect the data. The thematic analysis of the data revealed nine antecedents that…

This study investigates the prevailing challenges in teaching English for Medical Purposes (EMP) within Chinese higher education institutions in Guangdong Province, intending to propose strategies for improving the quality and efficacy of EMP instruction. Based on comprehensive responses from EMP instructors and students, three primary issues…

During COVID-19, online education was utilized globally to bridge geographical and temporal gaps; however, this posed new challenges. In this context, instructors continued to play a crucial role in shaping students' educational experiences and promoting student achievement. Consequently, addressing the issues that can help students adapt to…

Purpose: The professional experiences of teachers of languages and cultures, along with the learning experiences of their students, are embedded in educational contexts, which themselves are informed, and constrained, by national language policies. This study aims to explore 51 English-as-a-foreign-language (EFL) secondary teachers' perceptions of…

Drawing from a larger CIPP program evaluation ("Context, Input, Processes, Products") comprised of 11 analyses of the ETS online teacher training course titled "Teaching Academic English with the TOEFL iBT® Test" (TAE), this paper triangulates three qualitatively different data sets and seeks to understand how participants…