"Voices of Pedagogical Development" is a collection of articles written by teacher-researchers at the University of Jyväskylä Language Centre. It shares the fruits of their ideas and development work in the areas of academic literacies, new forms of teaching and learning, and internationalisation. Part one aims at establishing and expanding perspectives on the multilayered and multivoiced reality of pedagogical development in higher education. Part two looks at how practices can be enhanced by engaging teachers, students and other cooperating partners in reflection and development. Part three focuses on exploring perceptions of language, language learning, and literature. As a whole, the collection represents a spectrum of approaches and shows the various stages of pedagogical thinking and perception. It provides insights into pedagogical development in higher education language teaching through an examination of policies, perceptions, and practices. The table of contents begins with "Voices of Pedagogical Development: An Introduction" (Juha Jalkanen, Elina Jokinen and Peppi Taalas. The table of contents is divided into three sections. Section 1, "Expanding Perspectives", contains the following: (1) Teaching process writing in an online environment (Fergal Carolan and Anna Kyppö); (2) Teaching networking: an interpersonal communication competence perspective (Lotta Kokkonen and Merja Almonkari); (3) Virtual Slovak: insight into learning Slovak in an e-learning environment (Anna Kyppö), and (4) Developing a conceptual framework: the case of MAGICC (Teija Natri and Anne Räsänen). Section 2, "Enhancing Practices", contains: (5) Feedback on individual academic presentations: exploring Finnish university students' experiences and preferences (Adrienn Károly); (6) Sharing and promoting disciplinary competences for university teaching in English: voices from the University of Jyväskylä language centre's TACE programme (Kirsi Westerholm and Anne Räsänen); (7) Enabling the full participation of university students with disabilities: seeking best practices for a barrier-free language centre (Margaret Trotta Tuomi and Camilla Jauhojärvi-Koskelo); (8) Doing what we teach: promoting digital literacies for professional development through personal learning environments and participation (Ilona Laakkonen); and (9) Learner agency within the design of an EAP course (Riina Seppälä). Section 3, "Exploring Perceptions" contains: (10) Learning paths on elementary university courses in Finnish as a second language (Johanna Eloranta and Juha Jalkanen); (11) From canon to chaos management: blogging as a learning tool in a modern Finnish literature course (Elina Jokinen and Heidi Vaarala); (12) Grammar is the heart of language: grammar and its role in language learning among Finnish university students (Pekka Saaristo); (13) Use your languages! From monolingual to multilingual interaction in a language class (Anna Kyppö, Teija Natri, Margarita Pietarinen and Pekka Saaristo); and (14) Students' choice of language and initial motivation for studying Japanese at the University of Jyväskylä Language Centre (Pauliina Takala). An author index is included. (Individual papers contain references.)