Search Results (107)

Academic English support is crucial for English as an Additional Language (EAL) nursing students in English-medium nursing education programmes. However, empirical research on content and language integrated learning (CLIL) within this specific context remains limited. This study, informed by recent advancements in translanguaging and trans-semiotising (TL-TS) theory, investigates the patterns of teacher collaboration in nursing CLIL and its impact when employing a TL-TS pedagogical approach. Analysis of students’ pre- and post-tests and multimodal classroom interactions reveals that effective collaboration between nursing specialists and language experts in CLIL can be fostered by (1) aligning with language education principles through the incorporation of internally persuasive discourse (IPD) about language learning and TL-TS practices; (2) simulating potential professional contingencies and co-developing coping strategies using TL-TS; and (3) elucidating nursing language norms through TL-TS and IPD. We advocate for re-imagination of CLIL in English-medium nursing education through an organistic–procedural TL perspective and highlight its potential to enhance EAL nursing students’ development of language proficiency and professional competencies. Full article

This study explores English language teachers’ beliefs and practices regarding assessment and associated training needs in two diverse European educational contexts: Norway and Cyprus. Using a quantitative approach, the research employed survey questionnaires completed by 134 Norwegian and 396 Cypriot teachers. Analysis, including chi-square and Mann–Whitney tests, revealed important foundational beliefs and practices of language assessment literacy (LAL), alongside distinct practices influenced by contrasting educational systems and socio-cultural landscapes. Context emerged as a critical factor shaping teachers’ confidence, knowledge, and professional development needs in assessment. Findings highlight the importance of integrating culturally responsive frameworks into LAL development programs to better address diverse educator needs. Recommendations are also provided for designing localized, context-sensitive teacher training initiatives and fostering collaborative practices to bridge gaps in LAL. The study concludes by highlighting future research directions to expand understanding of LAL in multicultural settings. Full article

In this post-digital age, writing assessment has been markedly influenced by advancements in artificial intelligence (AI), emphasizing the role of automated formative feedback in supporting second language (L2) writing. This study investigates how Norwegian teachers use an AI-driven automated feedback tool, the Essay Assessment Technology (EAT), in process writing for the first time. Framed by the second and third-order barriers framework, we looked at teachers’ beliefs and the design level changes that they made in their teaching. Data were collected in Autumn 2022, during the testing of EAT’s first prototype. Teachers were first introduced to EAT in a workshop. A total of 3 English as a second language teachers from different schools were informants in this study. Teachers then used EAT in the classroom with their 9th-grade students (13 years old). Through individual teacher interviews, this descriptive qualitative study explores teachers’ perceptions, user experiences, and pedagogical decisions when incorporating EAT into their practices. The findings indicate that teachers’ beliefs about technology and its role in student learning, as well as their views on students’ responsibilities in task completion, significantly influence their instructional choices. Additionally, teachers not only adopt AI-driven tools but are also able to reflect and solve complex teaching and learning activities in the classroom, which demonstrates that these teachers have applied design thinking processes in integrating technology in their teaching. Based on the results in this study, we suggest the need for targeted professional development to support effective technology integration. Full article

There is an increasing number of multilingual children attending early childhood education and care (ECEC) settings around the world. Early childhood teachers play a crucial role in supporting these multilingual young children. As teachers’ teaching practices are directed by their beliefs, it is significant to understand early childhood teachers’ beliefs about multilingualism in the existing literature in order to better support multilingual children. From 14 studies, this review categorised three main themes of early childhood teachers’ beliefs about multilingualism: multilingualism as a problem, multilingualism as a right, and concerns about multilingualism as a resource. Two studies examined factors associated with the variation in teachers’ beliefs. The findings of this review summarised various perspectives of teachers’ misconceptions and negative beliefs about multilingualism, although a small number of studies reported teachers’ positive beliefs about multilingualism in ECEC. This review addresses early childhood teachers’ knowledge gaps in child language development and multilingual pedagogies. In addition, this review identifies several research gaps for future studies. For example, more studies conducted in non-Western contexts and studies on teachers’ beliefs about supporting multilingual infants and toddlers are much needed. This review also contributes to informing future directions for professional development to empower early childhood teachers to support multilingualism. Full article

This conceptual paper presents a framework for supporting multilingual students’ mathematical discourse through teacher professional development grounded in design-based research (DBR). Drawing on sociocultural learning theory, the Integrated Language and Mathematics Project (ILMP) was co-developed with elementary educators to promote integrated instruction that simultaneously advances students’ mathematical understanding, language development, and cultural identity. The ILMP framework centers around three instructional pillars: attention to language, attention to mathematical thinking, and cultural responsiveness. Through collaborative inquiry cycles, educators engaged as learners, contributors, and designers of practice, iteratively enacting and reflecting on instructional strategies rooted in students’ linguistic and cultural assets. Teachers implemented discussion-rich mathematical tasks, supported by language scaffolds and culturally relevant contexts, to foster students’ mathematical reasoning and communication. This approach was particularly impactful for multilingual learners, whose language use and problem-solving strategies were both valued and elevated. This paper also discusses the opportunities and challenges of DBR and research–practice partnerships, including flexibility in implementation and navigating district-level priorities. Insights underscore the importance of practitioner agency, asset-based pedagogy, and the co-construction of professional learning. The ILMP framework offers a scalable, equity-oriented model for improving integrated language and mathematics instruction in diverse elementary classrooms and beyond. Full article

In applied linguistics, teacher professional development and teacher autonomy have long been hot research topics. However, little attention has been paid to the issue of what attitudes teachers hold toward their professional development. Furthermore, it remains unknown whether teacher autonomy is influenced by the aforementioned attitudes. Under this circumstance, the current study attempts to explore what attitudes English as a Foreign Language (EFL) teachers hold toward their professional development and whether such attitudes influence teacher autonomy. For this purpose, we investigated 14 EFL teachers, using classroom observation, stimulated recall interview and semi-structured interview, respectively. The collected data were analyzed in light of the grounded theory, which gave rise to three main findings. First, the participants’ autonomy was positively correlated with their attitudes toward professional development. Second, most of the participants held a negative attitude toward their professional development. Third, the participants held conflicting opinions about the influence of in-service training on professional development. These findings indicate that EFL teachers’ professional identity is positively correlated with teacher autonomy. Moreover, the findings call for effective measures to improve EFL teachers’ attitudes toward their professional identity. Full article

The existence of poor academic performance among English as a second language (ESL) high school learners in the Eastern Cape Province has raised a lot of debate among scholars on the most suitable approach teachers could use to assist learners. Teachers’ narratives on the implementation of differentiated instruction and its effectiveness in the academic development of learners have been emphasized. Despite these prolific debates, learners in the Eastern Cape still struggle academically, given that the province always appears in the bottom three of the National Senior Certificate report regarding learners’ academic performance. Therefore, this study examines high school English as a second language teachers’ narratives on differentiated instruction. A purposive sampling technique was used to select a sample of ninety-nine (99) teachers, which involved fifty (50) teachers for the questionnaires and forty-nine (49) teachers with at least five years of experience from ten (10) schools for the interviews. The findings revealed that some teachers understood the concept of the approach and narrated its effectiveness, while some teachers misconceived DI as individualized instruction and inclusive education. Similarly, others preferred the traditional method and maintained that differentiated instruction implementation is easier said than practiced where there are diverse learners. Based on this study’s findings, it was concluded that teachers should be afforded professional development programs. Full article

Coaching is an important form of professional development for the early childhood education and care (ECEC) workforce. However, educators working in remote contexts do not always have access to this type of support. This paper explores the effectiveness of a virtual (online and telephone) coaching program focusing on the implementation of evidence-informed Conversational Reading strategies in supported playgroups for Aboriginal families in the Northern Territory of Australia. Fourteen Family Educators and Family Liaison Officers across ten Families as First Teachers playgroups in the Northern Territory participated in the coaching program over twelve months. Coaching records, planning documents, participant feedback, and video recordings of participants’ practice were analysed to explore the impact and acceptability of the coaching program. The findings indicate that participation in the cycle of virtual coaching, planning, and reflection supported participants in implementing evidence-informed teaching strategies, offering language-rich experiences to children frequently and with increased fidelity, and engaging with families about their use of these strategies in the home. The model of coaching developed shows promise for wider implementation in ECEC contexts, particularly in remote communities where access to high-quality professional learning and development can be limited. Full article

Background/Objectives: Traditional nutrition education can increase children’s exposure to healthy foods, but preschool teachers face barriers such as limited time and competing priorities (e.g., kindergarten readiness). Integrating nutrition into other learning domains (e.g., science) has been identified as a potential solution. However, teachers need more professional development. We developed the More PEAS Please! program to support preschool teachers’ integration of food-based learning (FBL) and science, seeking to improve children’s science learning, language development, and dietary quality. Methods: In this pilot study, we used a mixed-methods process evaluation to assess the program in five Head Start centers (n = 23 classrooms) across three rural North Carolina counties. We collected teacher data via surveys and interviews. Results: A total of 24 teachers participated in the full intervention by attending a one-day workshop, completing at least one of four core learning modules, and implementing 16 food-based science learning activities in their classrooms. Teachers were Black/African American (81.1%) and 43.56 (11.89) years old. Teachers reported varying engagement levels and high satisfaction with the program, sharing increased confidence in FBL and science integration. However, barriers such as time, technology, and the coronavirus disease (COVID-19) limited full participation. Conclusions: Our findings suggest that the program is feasible and well received in Head Start settings and has promising impacts on classroom teaching practices. The findings will guide revisions to the PEAS program. Future research evaluating the revised program using a comparison group will be explored. Full article

This research explores how intercultural dialogue through a Collaborative Online International Learning (COIL) project enhances students’ understanding and integration of Indigenous perspectives. The initiative connected Norwegian Early Childhood Teacher Education (ECTE) students with Canadian Teacher Education students to explore Sámi and Métis cultures. Using a qualitative design, focus group interviews with ECTE students employed a hermeneutic approach to interpret experiences and cultural reflections. These insights, analyzed systematically, demonstrated the COIL project’s effectiveness in facilitating intercultural dialogue, fostering intercultural competence, and encouraging self-reflection among participants. Participants developed invaluable skills for integrating Indigenous perspectives into future educational roles, supported by facilitation that enhanced cross-cultural dialogue and language skills. This study underscores the need for frameworks supporting sustained cultural engagement, acknowledging sample size limitations. Findings advocate for the broader integration of intercultural collaborations in strategies, emphasizing education that enhances cultural competence. Future research should expand with larger samples and varied cultures, using longitudinal studies to assess the impacts on professional development and optimize collaboration educational contexts. Full article

This study examined the impact of media multitasking on the reading habits and practices of 700 Moroccan English as a foreign language (EFL) teachers, utilizing a time-diary survey methodology. The findings reveal that a significant number of teachers engage in media multitasking, particularly watching television and using the Internet, while reading for both academic and recreational purposes. Ordinal logistic regression (OR) analyses showed that school type and specific multitasking activities were significant predictors of the displacement of time spent on reading. Teachers in urban/suburban schools reported higher levels of displacement compared with those in rural areas (OR = 2.23; 95% CI [1.59, 3.14]), while more-experienced teachers (6–10 years) reported less displacement (OR = 0.56; 95% CI [0.39, 0.80]). Watching television “most of the time” while reading was associated with greater displacement for both recreational (OR = 2.61; 95% CI [1.18, 5.79]) and academic reading (OR = 2.64; 95% CI [1.16, 6.06]). Social network showed contrasting associations: significantly lower displacement for recreational reading, but no significant relationship with academic reading displacement. These results suggest that media multitasking has context-dependent effects on teachers’ reading practices, with implications for their professional development and literacy instruction. This study emphasizes the need for targeted interventions to help teachers manage digital distractions and foster focused reading habits in the digital age. Future research should explore the long-term consequences of media multitasking on teachers’ effectiveness and identify strategies to promote engaged reading across diverse educational settings. Full article

Students with developmental dyslexia (DD) face significant challenges when learning English as a foreign language (EFL), highlighting the need for targeted support in educational systems. EFL teachers’ perceptions and preparedness regarding DD are crucial for effective instruction and improved learning outcomes in inclusive classrooms. However, no systematic review has yet explored EFL teachers’ perceptions and preparedness to teach students with DD. This systematic review, conducted in accordance with the PRISMA guidelines, examines existing research between 2005 and 2025 on EFL teachers’ perceptions and preparedness to teach students with DD. Studies were retrieved from databases including APA PsycNet, Crossref, ERIC, ProQuest, PubMed, and Scopus databases. Of 17,798 results, 16 studies met the inclusion criteria. The findings reveal mixed EFL teachers’ perceptions toward DD and inadequate training specific to DD. Moreover, practical teaching strategies and targeted interventions remain underrepresented in the literature. Most teachers lack formal DD-specific training, leading to insufficient classroom support. This review emphasizes the urgent need for improved in-service training and the development of effective resources. Future research should prioritize developing and evaluating practical teaching strategies and professional development programs on teacher preparedness in EFL contexts. Full article

This article reports on a case study where students of Initial Teacher Education in Spain and Germany collaborated with in-service teachers from around Europe on the theme of Foreign Language materials development. It examines to what extent engagement in this model of virtual exchange contributes to student teachers’ and in-service teachers’ intercultural and didactic competence development. The study also explores how students’ perspectives on teaching foreign languages and their future profession change through collaboration with in-service teachers and how the student teachers’ and in-service teachers’ roles unfold in this type of collaboration. It is based on a qualitative content analysis of focus-group interviews, learning portfolios, recordings of online meetings, and questionnaires with open-ended questions. The findings indicate that this type of collaboration can reduce the gap between theory and practice: through the classroom experiences of in-service teachers, student teachers gain intercultural, professional knowledge and motivation, while in-service teachers gain knowledge about recent methodologies and technology through the alternative perspective of student teachers. We use the findings of our study to make recommendations on how other teacher trainers can use this Virtual Exchange model in the classroom. Full article

Despite the limited academic focus on the context of Official Language Schools (OLSs), these institutions play a crucial role in the formal education system, which are exclusively dedicated to foreign language teaching across various modalities in Andalusia, where ten different languages are taught. The main aim of this study is to perform an analysis the following two specific aspects: first, a descriptive analysis of the digital competence of 105 OLS teachers, and, second, a contrastive analysis examining potential differences in digital competence based on the language and teaching modalities (e.g., face-to-face vs. blended learning). This study uses the DigCompEdu framework to evaluate the digital skills of the teachers, revealing that, while they receive some training in digital competence, the overall level is only moderate, indicating a significant need for further professional development. Notably, the study highlights that the teachers’ ability to convey the importance of digital tools for educational purposes is a crucial area, particularly in an environment where digital natives and immigrants coexist, presenting an intergenerational digital divide. The contrastive analysis shows no significant differences in digital competence based on language or modality, pointing to the lack of specialized training for blended learning teachers, who must rely heavily on technology in their work. This study suggests future research should focus on the digital competence of students, considering age as a potential influential factor in language learning, and recommends designing a tailored digital competence training plan for OLS teachers based on the DigCompEdu framework, which could benefit foreign language educators broadly. Full article

In recent years, the topic of language teacher motivation has garnered significant attention within the realm of language teacher psychology. Researchers have delved into various aspects, including teachers’ commitments to the teaching career, teachers’ teaching motivation, and teachers’ professional development motivation. Nevertheless, the motivation of English as a Foreign Language (EFL) teachers to engage in ongoing in-service learning, particularly the pursuit of a Master of Education (Ed.M.) degree, has received comparatively less scrutiny. To bridge this gap, the present study adopted Boshier’s Education Participation Scale (EPS) and Liu’s seven-dimensional motivation framework to explore the motivation of 529 Chinese EFL teachers in their quest for an Ed.M. degree. Utilizing Exploratory Structural Equation Modeling (ESEM), the analysis revealed seven types of key motivation: cognitive interest, social responsibility, academic information acquisition, academic achievement acquisition, school context, rival demand, and significant others. An examination of differences in EFL teacher motivation in terms of gender and school type showed that male teachers perceived significantly higher levels of cognitive interest and rival demand than female teachers did. And, teachers in regular schools reported significantly higher levels of significant others than those in key schools. We propose some future directions for EFL teacher motivation research. Full article