The study was conducted to assess and evaluate the upper primary English teachers' status of content knowledge, pedagogical knowledge, pedagogical content knowledge and classroom practice. The factors that affected a classroom practice were explored in three dimensions: the students' factors, the teachers' factors, and the institutional factors.…

There has been ample research establishing the effectiveness of the task-based language teaching approach on improving learners' language skills. Some studies have also taken account of teachers' experience and their views of working in task-based classrooms, as experimentation with an approach is different from implementing it in real classroom…

Speaking is considered an essential literacy skill and enjoys a superior status among other language skills. Thus, this current study aims at scrutinizing Saudi EFL trainees' speaking anxiety from their college instructors' perspectives. It adheres to qualitative approach and utilizes face-to-face interviews with four language instructors.…

A growing interest in teacher identity and decision-making has emerged in language teaching; however, studies where English language teaching (ELT) educators reflect on their own practice are limited. We engaged in a self-study to understand how our experiences influenced our ELT educator identity at a public university in Colombia. A…

While pedagogical translanguaging has been shown to have substantive positive impact on student learning outcomes internationally, adult education has not yet widely embraced the concept. This paper introduces the idea of translanguaging, the concept of encouraging students to rely on their existing linguistic knowledge when learning a new…

Background: South African literacy-as-social-practice theoreticians, language-in-education experts, educational linguists, and language policies advocate multilingual pedagogies to acknowledge and cater to diverse multilingual learners' literacy development. Universities purport multilingualism to provide for the multilingual norm, students'…

The English Writing Center (WC) has recently become a writing support service in selective Lebanese universities even though it has been a common practice in Western universities for the last twenty years. The article from a university instructor's experience aims to bring forward the reasons the WC at Lebanese universities is slowly attracting…

The study aimed to investigate Turkish in-service EFL teachers' attitudes towards creativity, to determine whether gender, age, teaching experience and undergraduate area of study influence their attitudes, and to examine their overall thoughts about creativity. The study used explanatory sequential design which is a mixed-methods research design.…

While there has been a scholarly call to enhance authenticity in assessment in secondary English classrooms, whether and how secondary English teachers perceive authentic assessment (AA) and engage with it remains under-explored. Drawing on data gathered through survey, classroom observations and interviews, this study investigates the perception…

This study investigated mainstream preservice teachers' views on working with ELLs and factors affecting their views. Grounded in sociocultural theory, we develop the following three research questions: What are content teachers' understanding of working with ELLs and ESL teachers? In what ways, do content teachers plan to work with ELLs and ESL…

There has been increasing attention on mainstream teacher beliefs on English as an Additional Language (EAL) students in their classrooms, particularly in regards to how these beliefs impact on teacher expectations and actions. With many teachers holding deficit beliefs towards EAL students, many have argued that professional development is one…

This paper reports on monocultural education narratives associated with marginalizing newcomer English-as-a-New-Language learners and their families. These narratives emerged through a three-year long critical ethnography in the schools of a Midwest town (Unityville). The collective, social stories emerged as "story seeds" through…

In Thailand, the new educational policy is mandated to encourage content teachers to integrate English in content classrooms. The policy has created tensions and misconceptions among content teachers, who must change the medium of instruction from Thai to English. This paper presents an attempt to foster teacher knowledge about the Content and…

Study abroad has become an important component of many teacher education programs. Through the lens of culturally relevant pedagogy, critical thinking, and educational freedom, this qualitative case study focuses on understanding Hong Kong teachers' perceptions about United States culture and education. Data were collected through in-depth,…

As the ethnic and racial diversity in U.S. classrooms continues to grow, myths about the education of English Language Learners (ELLs) persist, while many teachers feel ill-prepared to meet these students' academic needs. This article focuses on myths shared by in-service science teachers enrolled in a master's program at the University of Texas…