This mixed-methods explanatory sequential study aimed to identify the most commonly used World Language curriculum models in New Jersey high schools, assess the level of curriculum coherence in Spanish programs, and examine their impact on student learning. Surveys and interviews with high school Spanish teachers revealed that, while theoretical…

This article contends that centring English as a Foreign Language (EFL) curricula on learners' specific needs is not merely advantageous but essential for fostering meaningful language acquisition. By synthesising theoretical frameworks, empirical research, and practical applications, it underscores the necessity of systematic needs analysis (NA)…

The adoption of innovative pedagogy without clear guidance in adapting teaching approaches to English language teaching contexts has led to disconnects in meeting students' and teachers' classroom talk needs. One such innovation, the dialogic teaching approach, centres a principled conception of classroom talk to enhance pedagogical practice.…

Teacher attrition is a pervasive issue that affects educational systems globally, contributing to significant challenges in maintaining a stable and experienced teaching workforce. While existing research has explored teacher attrition in various educational contexts, there is a scarcity of studies with in-depth qualitative phases specifically…

In Japan, calls for students to become global human resources (GHR) has placed pressure on universities to internationalise. Traditionally, Japanese universities have relied on student mobility to foster GHR, but a decline in mobility numbers has highlighted the need for educators and administrators to consider how an intercultural mindset can be…

This volume offers a rich overview of current research and teaching strategies for the integration of technology into language teaching and learning. It introduces the Planning, Personalization and Implementation (PPI) methodological framework to support educators in engaging with the theoretical foundations and innovative practices that should…

The article describes the key features of the system of foreign language teacher professional training in Bukovina in 1918 to 1940. Bukovina is an area of present-day Western Ukraine, which in the period under study belonged to Romania. The study has been carried out in the form of an analysis of the components constituting the system of foreign…

Recent global social unrest--anti-Asian violence in particular--was a wake-up call compelling Chinese language teachers to not only reflect on their emotions but also actively incorporate social justice in their curriculum and instruction. Yet, research on social justice in Chinese language classrooms is scarce. Building on recent work on teacher…

This article reports on a case study that centers experienced language teachers as participants. To depict their instructional practices, the researcher employed grounded theory with open and axial coding design. To describe results, a "listening experience" framework was created that highlights the choices second language (L2) listening…

This large-scale study used a survey to collect data on K-12 world language classrooms in Massachusetts public schools, focusing on core instructional practices, curriculum, and assessment. The study resulted in 383 individual teacher completed responses, representing 188 districts, which was analyzed using descriptive statistics. Results indicate…

This study explores how preservice English teachers in China perceive and leverage their Chinese and English linguistic repertoires in ELT methodology training, and how a reflective understanding of their use of these repertoires can contribute to their development as teachers. To understand how their practices and conceptualizations of language…

This study aimed to explore the perceptions of English Language Teaching (ELT) students regarding 21st century skills and learning environments. A qualitative content analysis method was used, which involved conducting semi-structured interviews with 62 ELT students. The findings of the study revealed that ELT students perceive critical thinking,…

This study contributes to the limited research on teacher agency in task-based language teaching. Conceptualising agency through the lens of activity theory, the study investigated how two EFL teachers enacted their agency in TBLT implementation at a Chinese university and what factors mediated the enactment of their agency. Data collected by…

Ofsted's (2021) Curriculum research review for languages (OCRR) draws conclusion on what 'high-quality language education' may look like. This opinion piece problematises the status of these conclusions as 'features' or recommendations. Before delving into a selection of identified 'features' in more depth, the author highlights the complexity of…

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…