Several scholars have examined the increasing influence of neoliberalism in TESOL/ELT, including pedagogy, curricula, and policy discourses. These neoliberal rationalities are, however, not detached from coloniality in Global Southern countries. Taking Pakistan as a case study, the present study examines how neoliberal subjectivities intersect…

The Moroccan Ministry of Education has recently implemented a multilingual programme, called 'language alternation' (LA). The programme aims at improving students' foreign language (FL) proficiency level and promoting plurilingualism by using French, English, and Spanish, for the teaching of math, physics and life and earth sciences at the…

This research investigated six established areas for quality (Ortega-Martín et al., 2018) in the implementation of CLIL programmes in a Spanish monolingual autonomous community from the perspective of its teachers, in particular focusing on possible differences of opinion between content and English language teachers, an understudied area. Both…

Virtual reality (VR) has fundamentally changed how students interact with their subjects and learn because it offers an immersive learning environment. This qualitative study aims at exploring Omani English as a foreign language (EFL) teachers' perceptions of using VR. It employed semi-structured interviews with 20 schoolteachers working in…

This paper analyses the language educator's experience of delivering an Institution-Wide Language Programme (IWLP) in an Irish University. It uses a focus group to explore the experiences of six International Language Tutors who delivered modules on a pilot IWLP between 2021 and 2024. The findings indicate that designing and delivering the…

This qualitative study explored the perspectives of Vietnamese English as a Foreign Language (EFL) teachers on the implementation of competency-based assessment (CBA) within the higher education context. Amidst the global shift towards competency-based education, this research aimed to understand how instructors in Vietnam navigate the challenges…

This report presents the interim findings from an evaluation of a number of the Department for Education's (DfE) Language Programmes which support Modern Foreign Languages (MFL) provision in schools in England: the Language Hub programme; the Language Assistants programme run by the British Council; the UK German Connection (UKGC); and the German…

Although the core element in CLIL and immersion programmes is the integration of content and language, it is challenging to achieve a balance between the two to meet the dual-objective of CLIL. Research on the beliefs teachers have about CLIL and the way they understand the role of content and language in their classes is crucial to achieve that…

Professional development (PD) plays a crucial role in promoting teachers' linguistic competence and teaching quality, contributing to enhancing and maintaining sources of effective teachers, especially novice teachers with little teaching experience. Mentoring has emerged as a PD activity in which a novice teacher is mentored and directly…

With the aim of investigating effective approaches to extensive reading (ER) implementation, this study examines a reading programme carried out in an EFL classroom in China. Data were collected from two interviews with the teacher participant, teacher's reflective journal, student survey (n = 59), student focus group interview (n = 5) and various…

This study examines the attitudes of teachers and students towards the implementation of content and language integrated learning (CLIL) in the interdisciplinary study program English in Electrical Engineering and Informatics at Brno University of Technology (BUT). It aims to explore the benefits, challenges, and strategies for CLIL in the…

National curriculum standards for different countries mean some International Baccalaureate (IB) schools must often balance IB and national standards. Literature on how schools find this balance is limited. Using a qualitative case study design, we examined the perspectives of teachers of English in a Chinese IB school that recently employed a…

Dual language bilingual education (DLBE) programs are critical sites for exploring language ideologies given the policy goals of student bilingualism, biliteracy, and biculturalism. Drawing on a larger study of language ideological inquiry, this article used predominantly interview data to explore the articulated language ideological stances of…

This study evaluated the feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention, designed to support Grades 3-5 multilingual students classified as English learners (ML-ELs) in building content knowledge, language skills, and reading comprehension through inquiry-based small-group instruction. Feasibility was examined across…

Purpose: In Tanzania, in-service training was implemented to facilitate teachers understanding and implementation of the competency-based curriculum in the English language. This study aims to evaluate whether or not the in-service training was effectively planned to achieve its goals. Design/methodology/approach: The study used a narrative…