This study explores how preservice English teachers in China perceive and leverage their Chinese and English linguistic repertoires in ELT methodology training, and how a reflective understanding of their use of these repertoires can contribute to their development as teachers. To understand how their practices and conceptualizations of language…

Within the communicative language teaching approach, current instructional materials often lack explicit guidance or fail to provide L2 learners with a wide range of resources in the target language. Conversation analysis (CA), which focuses on authentic talk, has been proposed as a potential resource for language classrooms. This study examines…

In discourse-based teaching of the English language, there are three levels of analysis, text analysis, discourse analysis, and critical discourse analysis. Each level examines the effect of discourse-based teaching on students. This study employed Fairclough's Critical Discourse Analysis model in a qualitative phenomenological method. The study…

This study explores how five pre-service subject teachers from different disciplines made sense of and characterized their teacher identity after completing their yearlong pedagogical studies. Leaning on the Bakhtinian dialogical approach and socio-culturally oriented discourse analysis, we examine how the students negotiated multiple voices in…

While there is a growing body of scholarship on the neoliberal content of global English textbooks, the ways in which these commercial materials come to life in teaching and learning practices are still under researched. Drawing on a critical ethnographic account of two English courses for unemployed students in a private language school in…

Critical Discourse Analysis is a theory describing how texts are exercised in social phenomena related to discourse and interests in it. In the theory, language and teacher power are two important components to learn because they are areas of discourse learning. However, the topic of language and power is still rarely discussed, especially in EFL…

"Service-learning" (SL) is an experiential pedagogy that engages students in working for, with, and in communities in need. While prior research has explored the effects of SL on second language (L2) users' (perceived) language development (e.g., Gaugler & Matheus, 2019), intercultural awareness (e.g., Sa´nchez-Naranjo, 2021), and…

In pre-service language teacher education contexts, it is challenging to provide hands-on training on task design for technology-mediated settings. This study presents insights from language teacher education activities that aim to tackle this challenge with a multi-step approach consisting of (1) pre-service teachers' collaborative task design…

Team-teaching creates an opportunity for teacher collaborative learning. Teachers of English as Foreign Language (EFL) working in individual teaching contexts need to make a transition to team-teaching to successfully fulfill their roles as team teachers. However, teacher transition from individual to team-teaching is underexplored and there is an…

An inclination to advocate is an important orientation for teachers working with emergent bilingual learners; emphasized in both frameworks for teacher education and in teacher education standards. Nevertheless, scholars have only begun to investigate how advocacy is constructed and enacted within online language teacher education coursework…

Beginning in the 1970s, education has responded to the rise of neoliberalism across macro-, meso-, and micro-level contexts through shifts in practice and structure. Meanwhile, language learning is often promoted as an instrument in job attainment and transnational business communication. For example, in language education, courses in language for…

This study examined the online exchanges of 28 pre-service foreign language teachers (14 in Russia, 14 in the US) as they discussed in English their opinions about cultural products, practices, and perspectives, and their study abroad experiences via voice-based telecollaboration. Informed by intercultural competence frameworks, a qualitative…

This paper links Systemic Functional-based multimodal discourse analysis and English as a Foreign Language (EFL) teacher education through the workshop "Multimodal Literacy in the EFL classroom" (MLEFL). Drawing upon 'multimodal analysis for critical thinking' (MACT) pedagogy (O'Halloran et al., 2017) and the Systemic Approach to…

Aside from mentioning possible issues of hidden identities and curriculum development relating to anorexia, little research has been done exploring how discourses of eating disorders and images of the body have been mediated by teachers and learners in the English for Academic Purposes (EAP) classroom. Drawing upon an ethnographic EAP classroom…

Advertising is a prominent discourse type which is inevitably linked to a range of disciplines. This study examines the language of a non-product advertisement, not isolating it from its interaction with other texts that surrounds it. It is based on Norman Fairclough's Critical Discourse Analysis (CDA) framework in which there are three levels of…