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,…

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…

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…

Teaching multilingual learning groups is an important part of the professional activity of primary teachers in Germany, placing high demands on their occupational professionalism. The aim of this article is to analyse the effects of educational and occupational influencing factors on the beliefs of teachers regarding multilingualism as a facet of…

From a linguistic perspective it seems intuitive that a strong link would exist between the study of linguistics and critical thinking (CT). After all, linguistics is about making sense of language analysis, which contributes to the enhancement of CT while CT, in reciprocation, enables meaningful analysis. Yet this link has virtually never been…

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…

Despite the increasing use of English as a medium of instruction (EMI), teachers who teach at EMI schools encounter significant challenges, such as difficulties in teaching content-subjects in English and students' limited understanding of content presented in English. To examine the extent of these challenges, six early-full and 14 late-partial…

The study investigated integrating a combined approach of translingualism and transculturalism in an anthropology content learning classroom of a Bangladeshi private university. Data were collected from classroom observation, a pedagogical intervention, a focus group discussion with six students, and a semi-structured interview with the class…

Despite the recent proliferation of Global Englishes courses both quantitatively (in terms of the number of programs offered worldwide) and qualitatively (in various sizes, forms, modes, and modalities), large-scale systematic investigations across various contexts are conspicuously underrepresented within the existing body of literature.…

Drawing upon a collection of curriculum proposals and reflections and informed by a textual analysis approach, this study investigated how 234 university teachers planned to enact and reform their English-medium instruction courses (n = 66) in an English as a foreign language (EFL) university context. Results reveal that the teachers tend to adopt…

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…

Framed by the concept of critical language awareness, this study validated a survey to assess teachers' ideological beliefs and attitudes toward English learners (ELs)/multilingual learners (MLs) in content classrooms. Employing exploratory factor analysis (EFA), the study identified three major constructs of teachers' beliefs and attitudes from a…

In bilingual education programmes, teachers, particularly content subject teachers, play an important role in helping students master content knowledge and the target language simultaneously. In this regard, teachers' language awareness, which will affect their pedagogical practices, is crucial. Collaboration between content subject and language…