Category: Professional development


Bilingual Problems of Practice Protocol and Discoveries: Supporting In-Service Teachers of English Learners During COVID-19

The novel COVID-19 pandemic has caused a rupture in the trajectory of education worldwide. In the United States, it has been noted that the schism within education as a result of the pandemic is the biggest threat to national security (Choi, 2020). Even prior to the COVID-19 pandemic, Multilingual Learners, specifically English Language Learners (ELLs),


Implications of Trilingual Education on Pre-service Training in Wales

This paper will focus on innovations in the Welsh education system in light of the introduction of a new curriculum in 2022, (Welsh Government, 2020). Language learning is one of the areas facing changes, with international languages, Welsh and English being placed in the Area of Learning and Experience known as Languages, Literacy and Communication.


Personal and Collective Narrative Meaning Making in the EFL Classroom

Personal experience narratives are among the dominant forms of folklore. Through these stories, we make individual meaning and negotiate collective meanings simultaneously. Such a pervasive narrative practice should find a prominent role in FL teaching and learning. In order to feel a foreign language, we must first of all feel it as a genuine means


Promoting Student Autonomy and the Co-creation of the L2 Class Through Linguistic Theory

In this paper, I will present ways in which linguistic theory can be combined with appropriate teaching methods in order to further develop learner’s independence and promote the co-construction of methodologies for the L2 class. For this purpose, I will refer to the use of some key concepts from Discourse Analysis, Pragmatics and Sociolinguistics and


Raising Pre-service English Language Teachers’ Research Literacy Competence in a Teacher Education Program

In teacher education programs, one of the required attainments of any ideal pre-service teacher program is to enable pre-service teachers to be aware of research literacy competencies and have practice to improve such competencies during their education. This study aims at equipping the participants with the necessary critical skills and research literacy competencies and tries