The purpose of this qualitative study is to examine the leadership practices of three district-level dual language (DL) program leaders in a Midwestern state and the organizational forces that oppose and support their work as they lead a "contracorriente" (against the current) in their respective school districts. Grounded in a…

Despite progress in recent years, Japanese classrooms continue to present challenges for educators seeking to promote language learner autonomy. Adopting an action research/case study design, the present study explored how, in a 5-week student-led project, an intact group of learners could contribute to the development of their own autonomy. Data…

Despite widespread studies on language assessment literacy (LAL), there are still many unexplored areas about LAL (Gan & Lam, 2022). One of these areas is identifying various aspects of LAL regarding different language skills and scrutinizing the English as a foreign language (EFL) teachers' involvement with these aspects. Accordingly, this…

The purpose of this study is to measure teachers' beliefs and perceptions about multilingual learners (MLLs), MLLs' needs and struggles, and parental involvement of MLL families. We adapted Karabenick and Noda's (2004) survey instrument, which measures the teachers' beliefs, attitudes, practices, and needs related to MLLs. Exploring teachers'…

This qualitative study examined the inclusive strategies in language teaching that teachers (ties) employed to cater to the different linguistic backgrounds (tongues) of the primary learners in the Philippines. It also explored the effects of these inclusive strategies on the pupils' learning. Five teachers teaching in a classroom with…

This qualitative case study explores the interaction between Chinese college student writers' voices and their teacher's use of online materials during one semester-long writing course. It shows that, when acted upon selectively and critically, students' voices can potentially improve their teacher's use of online materials. This practice, in…

Situated in the domain of Global Englishes research, this study explores a question of how far the issue of the English model for Japanese learners is complicated by the hierarchical coexistence of regular English courses taught by Anglophone English teachers and extracurricular online English lessons taught by non-Anglophone instructors. A…

Teacher feedback can be useful in helping English as Foreign Language (EFL) students revise their draft writing. Investigating how EFL students respond to various types of teacher feedback in draft revision has been regarded as an important field of study. However, such investigation is time-consuming and labour-intensive, which limits its…

Since the voices of program administrators in adult English to Speakers of Other Languages (ESOL) programs in post-secondary and higher education settings were underrepresented in the research literature, this exploratory study of instructors of adult emergent bi/multilingual learners (EBLs) who became program administrators was an initial attempt…

This book explores the ways in which transcultural pedagogies can support learning and literacies in critical, creative and socially just ways, highlighting research initiatives from across the globe. Each chapter provides a different and innovative perspective with respect to reimagining language and literacy pedagogies in conjunction with…

Communication, particularly verbal communication, is central to the development of a desired competence in a second or foreign language. Approaches such as communicative language teaching (CLT) in second language acquisition emphasize practical use of the target language for effective learning/acquisition. However, despite the necessity of using a…

This study builds upon previous research investigating the construct validity of phraseological complexity as an index of L2 development and proficiency. Whereas previous studies have focused on cross-sectional comparisons of written productions across proficiency levels, the current study compares the "longitudinal" development of…

Out-of-class resources offer a range of opportunities for language learning and teaching. However, teachers' integration of these resources into the Thai EFL context has received limited research attention. This mixed-methods study was conducted to explore how teachers incorporate out-of-class resources in their EFL classrooms, and conduct…

Grounded in Vygotskian sociocultural theory, we propose a novel methodology for second language teacher cognition research called "dialogic restorying." We exemplify this methodological innovation by presenting a qualitative longitudinal project in which we prompted L2 teachers to revisit and restory what Veresov (2017) calls…

The escalating incorporation of digital pedagogical technology in higher education, particularly in the post-pandemic period, posits a potential evolution in the paradigm of language instruction and assessment. The focal point of this research is to uncover the digitally-mediated language assessment practices (D-LAP) employed by Thai EFL lecturers…