The present study identifies and maps the reflexive praxis of two experienced English as a foreign language (EFL) instructors as they reconstruct and negotiate textbook material in situ. An abundance of critical studies underscoring social injustices in the contents of globally published EFL textbooks do not sufficiently address the negotiation of…

Research on communities of practice (CoP) focused on teaching have shown that they are valuable venues for collaborative sensemaking for practitioners. This article reports on a study examining how members of an equity focused CoP at a predominantly white institution in the United States co-constructed meaning around issues of equity through…

The objective of the article is to contribute to the development of a sociocultural conception of situated reflection that can be used in empirical studies of reflection, and that can be utilised in development of educational practices. Based on a development of the concept of 'reflective mediation', a conception of reflection is developed from a…

As the field of higher education has used several methods to assess college teaching, the validation of these measures and how they relate to each other has been sparse. This study drew on data from a multi-institutional study of 587 college courses to examine the efficacy of two methods of measuring college teaching (class observation and…

The translation industry, as well as Higher Education Institutions (HEIs) and translator training, have undergone numerous changes in the last two decades. These changes might explain why there is often a gap between translator training and professional translation practice. In this paper, we argue that situated learning through the development of…

ELLs need to engage with topics and situations in the classroom that equip them with the social, professional and civic cultural skills to address real-life interactions for their present realities, as well as their future realities (American, 2009, Garett, 2005; Perez & Morrison, 2016). Teachers face the challenge of balancing conventional…

Drawing on Lave & Wenger's concept of situated learning and Apple's premise that daily interactions at school construct what is considered legitimate knowledge, this article examines the discourses of teaching and learning circulating among students. Through interviews and open-ended, online surveys, we trace how nine different discourses of…