At two higher education institutions in Kurdistan (Iraq), English as foreign language (EFL) programs aim to provide adult learners with language skills development that they need to excel in their majors and as professionals. A framework called the Community of Inquiry (COI), based on interactionist and constructivist-learning theories was used to…

The global status of English as a lingua franca necessitates effective English language teaching (TEFL) to meet the demands of the global economy and social development. This article explores key principles for effective TEFL, grounded in a sophisticated theoretical framework that integrates cognitive, sociocultural, and constructivist…

This dissertation is a single-case study and employs a poststructural approach to discourse analysis to investigate how language ideologies of a world language (WL) preservice teacher develop. Prominent discourses about language teaching and learning in U.S. K-12 schools support monolingual ideologies (e.g., Rivers & Robinson, 2012). While…

This article reports an empirical study on embedding digital literacies in the language teacher education curriculum with pre-service and in-service teachers enrolled in a graduate-level language teaching method course. Two different types of technology-mediated collaborative tasks were implemented, one being collaborative reading for writing…

Informed by Bourdieu's conceptualisation of habitus and its relation with social class, this study explores the construction and negotiation of middle-class identity among a group of urban overseas returnees in China. Using ethnographic interviews and online observational data, the study found that participants built a compliant identity…

Reading requires appropriate strategies to spark initial interest and sustain engagement. One promising strategy is the pedagogical approach of learning-by-teaching, transforming learners into active participants. Integrating this approach into digitalized and individualized reading contexts has the potential to foster the development of young…

Purpose: The aim of this study was to interrogate pre-service language teachers' professional identity formation in relation to their funds of identity (FoI) and the agentive influence of space. Design: The study was conducted with 20 pre-service language teachers in Argentina in 2022. As part of a core module's coursework, the participants were…

Purpose: This study aimed to explore "why and how" the teachers' personal funds of knowledge and identity are connected to their classroom beliefs, knowledge, and practices. Design/methodology/approach: The study lasted one academic year (October 2021 - July 2022). We used multiple data sources, including semi-structured individual…

In this article, we explore the power relationships and positioning that occurred between caregivers and teachers who engaged in mathematics tasks as a part of a year-long project involving workshops. Specifically, we explore the shifts in power and positioning that occurred when the tasks were grounded in the caregivers' funds of knowledge, in…

This policy brief explores the extent to which students classified as English learners (ELs) are excluded from core content in high school. Using statewide data from Oregon (2013/14-2018/19) and Michigan (2011/12-2014/15), the percentages of current, former, and never ELs enrolled in any class in each core content area were tabulated and gaps in…

This paper is an overview of key integration challenges facing Chinese students at UK higher education institutions (HEIs). It responds to recent admissions diversification strategies launched by UK institutions as well as increasingly critical narratives surrounding Chinese students. The independently researched report argues that students from…

This ethnographic and longitudinal study is aimed at investigating, analyzing and understanding the complex process of professional, social and cultural identity (re)construction of pre-service teachers in a Teacher Education Course at a Federal University in the extreme north of Brazil. The pre-service teacher's narratives were investigated…

This study investigates the role of self-assessment (SA), classroom climate (CC), and psychological variables in learning-oriented assessment (LOA) within English as a foreign language (EFL) education. Utilizing a mixed-methods approach, data was collected through surveys and semi-structured interviews from EFL learners and instructors. Findings…

This research project sought to comprehend how a group of graduates from an Initial Foreign Language Teacher Education (IFLTE) programme in a national teacher education college in Uruguay constructed a personal stance towards social justice as a result of having completed a curriculum intending to promote such a stance. Data were collected through…

Writing proper English sentences poses a significant challenge for Arabic-speaking postsecondary students studying English as a Foreign Language (EFL) due to substantial differences between Arabic and English syntactic structures. This basic qualitative study explored the perceptions of Arabic-speaking EFL learners at an Arabian university…