This mixed-methods study examined preservice teachers' perceptions of C1 English proficiency, focusing on their linguistic competence, understanding, attitudes, and challenges. Conducted at a university in Ñuble, Chile, with 13 participants, data were gathered through a closed-ended questionnaire and a semi-structured interview. Findings suggest…

The aim of this study is to investigate obstacles faced by Indonesian theological schools' lecturers in writing and publishing international journal articles. Using a thematic analysis technique, qualitative information from in-depth interviews with 18 lecturers was examined, and 216 lecturers' quantitative responses were examined using the Likert…

Responding to increased cultural and linguistic diversity of students and teachers, Australian educators have recognised the importance of providing a diverse range of opportunities for social learning, multicultural engagement and support for students learning English as an additional language or dialect (EAL/D). However only a few studies…

In recent years, the use of external proficiency-based tests to measure learners' language ability has increased significantly, in part thanks to the Seal of Biliteracy movement. However, there exists very limited research investigating the influence of such tests and their subsequent outcomes data on teachers' practices. As such, this study…

The overarching objective of the World Language Professional Life Survey (WLPLS) was to determine the K-20 World Language (WL) profession's familiarity with both the "World Readiness Standards for Learning Languages" (5 Cs) and with the Can-Do Statements (Can-Dos). The survey strove to identify how both sets of principles might…

Teachers, students, and the administrative body are the key components of school culture as they comprise overall school activities. If these components are not adequately channelled, teachers cannot achieve a high level of professional commitment and performance. With this mindset, this study explores Nepalese English language teachers'…

This case study investigated why high schoolers in a Midwestern school district chose to continue or discontinue studying Spanish after level II. Data was obtained from an analysis of the district's Spanish curriculum for levels I through III, a preliminary questionnaire administered to interested participants, and semi-structured interviews with…

One of the most complex student populations are those whose first language is not English. As such, multilingual learners (MLLs) are often disproportionately referred to special education. Educators cultivating equitable practices for MLLs is imperative, given many educators do not have adequate training or knowledge. Drawing on social learning…

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…

This paper contributes to the growing scholarship on internationalization of higher education, particularly in non-Western contexts. Literature in non-Western contexts highlights tensions around adopting approaches seen as 'global standard' where these reflect inequalities of power and prestige, shaped by coloniality. Drawing on conclusions from a…

This study, taking into consideration of teachers' as well as students' judgments, explored the generalizability and consistency of the results of linking speaking test of IELTS to China's Standards of English Language Ability (CSE). Nine college English teachers and 81 undergraduate students judged the degree of congruence between the IELTS…

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…

Purpose: This narrative study seeks to explore cultural identity (CI) construction of Iranian English as a Foreign Language (EFL) teachers in light of Tong and Cheung's (2011) definition of CI. Design/methodology/approach: Ten language teachers were selected using purposeful sampling. Data were collected through reflective teacher journals and…

The literature on language teacher identity describes teacher identity as dynamic, shaped through professional and personal experiences and mediated by peer interaction, the effects of pedagogical strategies and professional discourses (Barkhuizen, 2017). This article reports on key findings from a study that investigated the perceptions of…

This study investigates university-level German instructors' perceived advantages and disadvantages of synchronous emergency remote teaching during the worldwide COVID-19 pandemic at five universities across the United States. Quantitative and qualitative data were gathered by means of an electronic questionnaire from 16 instructors of beginning…