While research on second language teacher cognition (SLTC) has significantly developed over the past three decades, this line of inquiry has not paid adequate attention to material development/evaluation as compared to the key role that materials play in teachers' daily practice. In response to this gap, in this study we adopted the theoretical…

Where academic literacies are understood as situated social practices, effective academic literacy support needs to reflect the disciplinary and institutional specificity of the practices. However, the institutional separation of academic literacy teaching from disciplinary subject teaching, typical of UK universities, creates significant…

This paper presents a case study that examined the principles and practices of one novice English as a foreign language (EFL) teacher at a prominent English language institution in Central America. More specifically, this qualitative study sought to contribute to the discussion of the perceived interdependent influences of English Foreign Language…

As language teachers move across countries with the rise of professional transnationalism, the need for investigating language teacher socialization in new academic cultures has also emerged. Accordingly, this paper explores two comparative cases: an EFL teacher with prior experience as a language learner and teacher in the USA, and an…

This article reports on two case studies designed to investigate the use of Mursion, a mixed-reality simulation platform, in two language teacher preparation programs. The first case study involved eliciting the attitudes of MA in TESOL [Teaching English to Speakers of Other Languages] pre-service teachers (PSTs) toward the mixed-reality…

Effective ELL teaching and learning is profoundly influenced by the teachers' personal experiences and personalities (Farrell, 2016), their experience as language learners as well as language teachers (Farrell, 2007), and their beliefs about learning and teaching a second language (Farrell, 2015; Farrell & Ives, 2015). This study honored and…

By teaching English, teachers are preparing students for encounters with people from different cultures. To do so effectively from the beginning of their careers, novice teachers need preparation to teach about culture in addition to teaching language. Teacher educators could more effectively support novice teachers' ability to teach about culture…

This article presents a case study that examined the perceptions of non-native English-speaking teachers (NNESTs) in relation to their experiences in a one-year study abroad TESOL program in Canada and its potential for enhancing their language proficiency. Sixty-nine novice teachers, originally from China, placed in four different cohorts,…

This paper presents a case study that examined and reflected on the relationship between the stated beliefs and observed classroom practices of an experienced EAP teacher in relation to teaching second language (L2) reading. The results of this study revealed that the teacher holds specific beliefs about language teaching and learning in general,…

This study investigates the characteristics of an L2 expert teacher educator. The expert participant was selected based on the criteria suggested by educational expertise studies: years of teaching experience, high reputation among multiple constituencies, and evidence of impact on student performance. The data collection included observations,…

This case study was conducted in order to observe and investigate the critical reading discourse (CRD) of 27 freshman pre-service teachers of English at the department of foreign language teaching at a state university in Turkey. In addition, the study attempts to answer the question of how the critical reading discourse of the students is shaped…

Nonnative English speaking teachers' oral proficiency and instructional strategies are the significant factors to become effective language teachers where English is not used as a daily communication medium. The study focuses on improvement of EFL teachers' instructional strategies. The main goal of the study is to develop an EFL instructional…

This paper discusses the fundamental issue of why small group activities are utilized in the language learning classroom. Although these activities have gained popularity in the field of Teaching English as a Second Language (TESL), supported by a sound theoretical base, few studies have so far examined the reasons why language teachers are…

This study draws from a cultural-historical perspective to explore the experiences of two pre-­service ESL teachers in terms of their efforts to maximize the use of the target language during a school practicum. Both student teachers were fluent in English, had received training in maximizing target language use during their university studies,…

This study explores the professionalization of a group of 28 pre-service teachers, using a qualitative case study design and reflective practice as the analytical framework. The pre-service teachers were involved in a service learning project at a local middle school in the U.S. where they designed and taught a content area lesson to English…