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Education Sciences
Special Issues
Education and Professional Development for Language and Bilingual Teachers
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Education and Professional Development for Language and Bilingual Teachers

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".

Deadline for manuscript submissions: closed (1 August 2025) | Viewed by 4451

Special Issue Editor

Prof. Dr. Li-Yi Wang

E-Mail Website
Guest Editor
Department of Education, National Taiwan Normal University, Taipei 106, Taiwan
Interests: teacher self-efficacy; teacher professional identity; low-progress learners; TESOL; bilingual education

Special Issue Information

Dear Colleagues,

The rapidly increased population movement across different continents of the world during the past decade has witnessed language education and bilingual education being conceptualized and implemented through different language and learning arrangements worldwide. Although the nature and purposes of language education and bilingual education programs vary extensively across different education contexts, one identical concern derived from education stakeholders and researchers is the quality of education and professional development for language teachers and bilingual teachers, considering its considerable impact on teacher effectiveness. This Special Issue aims to present the planning, enactment and effect of education and professional development for language teachers and bilingual teachers through the lens of teacher educators and school practitioners in global and local education contexts. In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

  • Current trends and emerging issues of education for language teachers or/and bilingual teachers;
  • Policy analysis on education initiatives for language teachers or/and bilingual teachers;
  • Planning of education for language teachers or/and bilingual teachers;
  • Practice of language teacher or/and bilingual teacher educators in higher education;
  • Comparative study of education initiatives on language teachers or/and bilingual teachers;
  • Enactment process of professional development for language teachers or/and bilingual teachers;
  • Evaluation and refinement of professional development for language teachers or/and bilingual teachers;
  • Sustainability of teacher learning programs for language and bilingual teachers;
  • Systematic review on professional development for language teachers or/and bilingual teachers.

I look forward to receiving your contributions.

Prof. Dr. Li-Yi Wang
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • language teacher education
  • bilingual teacher education
  • language education policy
  • professional development for language teachers
  • professional development for bilingual teachers

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (2 papers)

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Research

15 pages, 320 KB  
Article
The Key to Implementing Bilingual Instruction: A Case Study of Bilingual Professional Learning Community
by Ya-Ju Hsueh and Tzu-Bin Lin
Educ. Sci. 2025, 15(11), 1430; https://doi.org/10.3390/educsci15111430 - 24 Oct 2025
Viewed by 873
Abstract
The 2030 Bilingual Policy was introduced in Taiwan to strengthen citizens’ English communication skills, especially among young people, and to enhance their global competitiveness. Within Taiwan’s educational context, several challenges have emerged. In response, researchers have examined the key factors contributing to effective [...] Read more.
The 2030 Bilingual Policy was introduced in Taiwan to strengthen citizens’ English communication skills, especially among young people, and to enhance their global competitiveness. Within Taiwan’s educational context, several challenges have emerged. In response, researchers have examined the key factors contributing to effective bilingual education, including policy implementation, bilingual instruction models, teacher professional development, and the availability of teaching resources. Despite their important role in bilingual instruction, bilingual professional learning community (BPLC) remains an underexplored topic of discussion. In particular, how BPLC can support subject teachers with limited English proficiency, a common phenomenon in Taiwan, is a question that needs further investigation. Thus, this study aims to implement a sustained BPLC to examine its functional role and influence on bilingual instructional transformation among teachers with limited English proficiency. The study draws on classroom observation notes, BPLC discussions, and interview data collected from fall 2024 to summer 2025. The findings show that regular classroom observations and bilingual professional conversation meetings benefit teachers across various areas, including classroom management, lesson planning, and language development. The BPLC provides real-time feedback and long-term developmental guidance, thereby facilitating more effective bilingual instruction. To conclude, this study contributes to the understanding of the dynamic relationship between bilingual instruction and BPLC. It also offers insights into how BPLC can support teachers with limited English proficiency in various ways. Full article
(This article belongs to the Special Issue Education and Professional Development for Language and Bilingual Teachers)
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17 pages, 604 KB  
Article
Empowering Non-Specialist English Teachers: Self-Efficacy Enhancement Through Classroom English Proficiency and Collaborative Support
by Shoichi Matsumura and Yushi Hinoki
Educ. Sci. 2025, 15(1), 24; https://doi.org/10.3390/educsci15010024 - 30 Dec 2024
Viewed by 2854
Abstract
The increase in the provision of English language teaching programs in primary school contexts in Asia has resulted in a concomitant increase in non-specialist teachers, often generalist homeroom teachers, to address the shortage. However, non-specialist teachers often lack the pedagogical training necessary for [...] Read more.
The increase in the provision of English language teaching programs in primary school contexts in Asia has resulted in a concomitant increase in non-specialist teachers, often generalist homeroom teachers, to address the shortage. However, non-specialist teachers often lack the pedagogical training necessary for effective English instruction, which often negatively impacts their self-efficacy. This study was designed to examine the effects of a professional development workshop, aimed at improving “classroom English” proficiency, on these teachers’ self-efficacy. It also explored sources influencing self-efficacy during the in-class implementation of what they learned in the workshop. Quantitative results revealed that the immediate impact of the training was substantial, leading to a rapid increase in self-efficacy. However, this effect appeared to diminish after three months of teaching. Qualitative findings indicated that non-specialist teachers’ perceptions of capability were significantly influenced by collegial assurances and support from individuals who evaluated their progress and achievements. Notably, support from specialist teachers emerged as a critical factor in sustaining or diminishing the enhanced self-efficacy of non-specialist teachers. These findings highlight the importance of providing needs-based, continuous professional development opportunities and establishing robust peer-support systems within schools to ensure the effective translation of training outcomes into classroom practices. Full article
(This article belongs to the Special Issue Education and Professional Development for Language and Bilingual Teachers)
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