This article points out the need for postlesson affordance-based reflective discussions as the traditional outcome-based approach does not allow high levels of reflection to take place. After introducing the iceberg of reflection, it proposes a theoretical ground for discussions on the premise of learning affordances. Identifying the learning…

"Teacher talk" is one of the key instructional components in English language teaching classrooms. This study used reflective practice and stimulated recall to investigate teacher beliefs and practices about teacher talk. Data came from two participants who teach English as a second language (ESL) courses at a private university in the…

Many adult English language learners in the United States are taught by volunteer teachers in community-based programs. These volunteers bring a variety of experience and expertise into the classroom and great enthusiasm for teaching and care for their students. However, many do not have background in language education. Professional development…

The use of linguistic landscapes (LLs) to expand the respect for and knowledge of minoritized language use has extended into classroom practice and teacher preparation. Nuanced racialized understandings of language that include multimodal and multilingual realities, however, complicate the potential for educators to make sense of the language they…

English language teaching (ELT) in Vietnam has been influenced mostly by the native speaker model through the communicative language approach (Pham, 2005). With the spread of globalisation, however, English as an international language has undergone major demographic, geographic, and structural changes. The current roles and status of English…

Recent scholarship examining how teachers and teacher educators learn to teach has advocated for a more critically oriented and better developed pedagogy of teacher education, in which teacher educator as practitioner is both in evidence and examined. Yet we currently know little about teacher educators as learners and reflective scholars open to…

Teachers of English to Speakers of Other Languages (TESOL) professionals are immersed in multilingual and multicultural spaces. Thus, many consider TESOL educators innately culturally competent, yet others argue this is not the case (e.g., Lin et al., 2004). Moving the TESOL field from liberal to critical forms of multiculturalism (Kubota &…

Communicative language teaching (CLT) in an English as a foreign language (EFL) context is a dynamic process involving teachers' perspectives and practices. Although CLT is a widely accepted approach to second language instruction, scholars in the field continue to have a narrow understanding of how teachers conceptualize and implement this…

This qualitative case study examined how creativity was manifested in a technology-mediated online TESOL practicum course with six in-service teachers in a midwestern U.S. teacher education program. The study defines creativity as ability to explore, adapt, take risks, collaborate, communicate, reflect on, and innovate with novel, unpredictable,…

With a burgeoning international student population, most universities around the world offer English for Academic Purposes (EAP) courses. Because classes are so diverse, it is challenging to meet the specific needs of EAP students. Keeping this status quo as a departure point, the authors discuss a five-prong strategy for teaching EAP, which…

Learning a foreign language is like exploring a foreign land; one will be directionless and may be lost in the exploration as one makes efforts to learn foreign language. It is not easy to learn or teach foreign language. However, an appropriate teaching approach or technique can facilitate learning of foreign language, and, thus, it can be taught…

Since the author began work in reflective practice, at first informally in the late 1970s and then more formally in the mid-1980s, he has always looked at reflective practice as a compass of sorts to guide teachers when they may be seeking direction as to what they are doing in their classrooms. The metaphor of reflection as a compass enables…

Following the recent interest in the teaching of pragmatics and the recognition of its importance for both cross-cultural communication and new speakers of an additional language, the authors carried out an action research project to evaluate the effectiveness of a new approach to the teaching of pragmatics. This involved the use of semiauthentic…

The clichés "it's a small world" and "the world is our classroom" are becoming practical realities for many educators. Increasingly accessible transnational contexts for English language teaching and learning offer new opportunities for local-global learning. This article reflects on a content-based online English course…

In this article, the author talks about a diary project that arose from a situation that was both an opportunity and a challenge. While teaching in Vietnam in the spring of 2004, the author received an invitation from the national university in Hanoi. The letter asked him to teach there and specifically to develop a postgraduate course called…