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As new English-medium universities open their doors in the Arabian Gulf andsome Arabic-medium universities switch to using English as the language ofinstruction, instructors in all disciplines face the challenge of teaching theircourses in English to students who have learned (and who are continuing tolearn) English as a foreign language. This article reviews theories and practicesfrom the field of Applied Linguistics and Teaching English as a SecondLanguage (TESOL) which can help content-area instructors understand andreach these learners.

Second language acquisition research has produced several concepts ofinterest to content-area instructors. Krashen’s theory of comprehensible inputfocuses on the language used by the instructor, while Swain’s of comprehensibleoutput emphasizes providing opportunities for students to produce language. Cummins differentiates between two types of language proficiency: BasicInterpersonal Communication Skills (BICS), which are needed for dailyinteractions, and Cognitive Academic Language Proficiency (CALP), which isrequired for academic tasks. Interlanguage and first language interference mayalso influence students’ second language production in classroom settings.

Specific classroom practices for improving students’ language comprehensionand facilitating content learning are recommended. These include modifyingspeech, using visual aids, utilizing a variety of questioning techniques, andextending the time instructors wait for students to respond. Instructors canemploy strategies, such as mind-mapping and quickwriting, to activate students’linguistic and conceptual schemata at the beginning of a lesson. Scaffoldingprovides structure and support for students to complete tasks until they are ableto realize them on their own. Collaborative/cooperative learning lowers students’affective filters and offers opportunities for participation and language practice. Graphics illustrate some of the suggested practices.

Teachers’ ability to identify and link content and language objectives is an important skill. This chapter explores how two-way immersion (TWI) teachers with a mainstream educator negotiated the shift to becoming a language-focused TWI teacher. We argue that it cannot automatically be assumed that these teachers have the knowledge and skills to attend to language issues. Specifically, our study examined how TWI teachers in three schools defined academic language and how they integrated language development into their practice through the use of language objectives. Our qualitative study features a constructivist framework using a thematic analysis of our data, which consisted of individual interviews and surveys with the teachers. Our analysis shows diverse interpretations of academic language and increased awareness of the role of language in their teaching and experienced benefits of making language objectives explicit, as teachers participated in professional development. Selecting and designing specific language-supporting activities, however, continued to be a challenge. We conclude that professional development needs to consider teachers’ different understandings and awareness of the role of language in the classroom. We also note that taking on the role of a language teacher may require a significant shift in assumptions about teaching and learning for teachers with mainstream teacher preparation and experiences and may depend on instructional context.

Drawing on diverse findings in Second Language Acquisition (SLA) and Language Teaching research, but centering on the unique needs and contexts of international students in post-secondary education, this paper aims to develop a working theory of international students’ continued language development.

As a critical review, the paper focuses on the most relevant concepts that have important bearings on the research topic, such as attitude, motivation and willingness to communicate; the age and biological factor, namely, the critical period for SLA; the learning environment and methodological factors, such as the input hypothesis; and finally, the larger sociocultural factor, i.e. Bronfenbrenner’s Ecological Systems Theory of student development.

This paper has developed a comprehensive theory of second language development for international students by synthesizing all relevant research findings in SLA and language teaching research.

Linguistic factors, i.e. how students’ different first languages impact their pace and difficulty in learning a second language, though important, are not included in this paper.

The paper can better inform international students, faculty members, support staff and even members of the larger community about the attributions, the processes and the possible outcomes of second language development for international students.

Second language development is an immensely important part of international students’ international education journey. But currently, there is no comprehensive and coherent understanding of this issue among stakeholders of international student success.

This study makes an enquiry of the existing sustainable development goals (SDGs) knowledge of English language teacher trainers (ELTTs), who remain an overlooked stakeholder in education for sustainable development. Despite the literature on SDG integration into traditional teacher education curriculum, how massive open online courses (MOOCs) can help with capacity building of ELTTs is unclear. This study aims to further explore how the knowledge and capacities of ELTTs on SDGs could be promoted through MOOCs.

For the study’s action research approach, data of 28 ELTTs from higher education institutions in Ankara, Türkiye, were collected for six weeks using a survey, reflective reports and focus group interviews.

ELTTs with no previous training experience have a partially fragmented understanding of SDGs. MOOCs proved to be highly practical and cost-effective in building ELTTs’ capacity for building knowledge of and improving motivation to address SDGs in training programs. Further findings are drawn from ELTTs’ reflections on the lack of pedagogical content knowledge and collegial interactions in MOOCs.

There is little to no literature on ELTTs’ existing knowledge of SDGs and whether MOOCs can be used for their capacity building to achieve SDGs. The present findings may encourage higher education institutions to launch professional development programs that will equip ELTTs with the competencies to apply education for sustainable development in in-service English language teaching and teacher training programs.

This study describes a telecollaborative project in an upper-level French language course at an American university from the students’ perspectives. The project involved synchronous computer-mediated communications via the online videoconference platform Skype between US-based French language learners and French native speakers in France. In order to increase the participants’ interest and engagement in the virtual exchanges, the telecollaboration employed critical approaches in the task design. In this telecollaboration, students were asked not only to take part in an intercultural exchange with their partners on potentially sensitive topics that included freedom (e.g., freedom of speech, religious liberty), globalization (e.g., child labor), and immigration (e.g., racism, xenophobia), but also to engage in a short debate on these topics. An online anonymous survey was used to solicit their reactions and attitudes toward this critical approach, as well as toward the technology-enhanced learning activity as a whole. The qualitative analysis of the students’ responses showed that the telecollaboration project was generally well received, despite the inclusion of sensitive topics. Most students indicated that they felt most challenged by and most apprehensive about the topic of immigration, which was attributed to the concurrent complex socio-political situation at the time they participated in the telecollaboration project. High levels of anxiety were also reported from the youngest participants, those who majored or minored in other disciplines than French, and non-degree students. This exploratory study calls for more data and an in-depth analysis of the student’s discourse, especially with respect to potential differences in pragmatic strategies used for addressing sensitive versus less sensitive topics in the target language during virtual exchanges with native speakers in that target language.

In a university/district collaboration, three college professors and authors of this chapter co-taught with four teachers over a period of seven years. This study explores the perceived changes in thought and practice of both groups as a result of providing three-week summer school programs for fifth and eighth grade emergent bilinguals. This research is grounded in qualitative methodologies of self-study and case study. We present our joint story as a self-study. Data were collected in the form of lesson plan notes, yearly journals, personal notes, audiotapes of meetings, and in-depth interviews/discussions of those involved in the bounded context. Resulting themes were situated meaning, hybrid language, and a 5R Instructional Model. A case study design is used to present the data from the four in-service teachers. Data were collected from field notes and interviews. Several themes emerged from the teacher data, all of which are components of situated meaning: professional development as side-by-side teaching and learning, recognition of and interest in curriculum integration, and change in classroom practice. Findings indicate that the summer program was a meaningful avenue for professional development (PD) for both groups. However, within group similarities were stronger than across group. The experience changed the way we teach and how we develop PD for teachers. The implications for professors and K-12 teachers are discussed and suggestions for further study and PD are given.

The teaching of reading in English is fraught with challenges that influence teachers' practices in Papua New Guinea (PNG). There are a plethora of linguistic issues regarding teaching in both the vernacular languages and English. Postcolonial education in PNG has continued to promote English as the medium of instruction while also promoting the use of vernacular and mother tongue. The outcomes-based education reform in the Language and Literacy Policy (1993–2014) supported the use of vernacular languages in the elementary years with the gradual bridging to English in Grade 3. In 2015, the Language and Literacy policy changed to standards-based education. One major shift was from the use of vernacular languages to English as a medium of instruction at all levels of formal education.

In this chapter, we use Tierney's concept of decolonizing spaces to investigate teachers' perspectives on implementing the English standards-based curriculum and the role the vernacular, mother tongue, and translanguaging plays in the classroom as Year 4 teachers grapple with the teaching of reading. It will problematize the colonization of English, the place of translanguaging, and the benefits and challenges for teachers when the classroom teacher most likely is not a native speaker of the children's dialect or English.

Co-teaching is a foundational mentoring model used in teacher residency programs in urban classrooms throughout the United States of America. Beyond the basic understanding of co-teaching in categorizing classroom models, the purpose of this qualitative case study is to investigate the dialectical tensions manifested in mentored co-teaching activities through the lens of cultural-historical activity theory (CHAT).

Designed as a qualitative case study of 17 pairs of teaching-residents and mentor-teachers, the authors used thematic analysis to scrutinize archival interview data in an urban teacher residency program located in the largest megalopolis of the USA Northeast. The authors used CHAT-based concept coding to analyze the interview narratives from participants across different secondary school placements as they reflected on their co-teaching philosophy and the relationships they built.

The authors found that for teaching-residents and mentor-teachers to co-develop as co-teachers, they jointly must learn to resolve the dialectical tensions of unbalanced classroom ownership vs added co-working responsibilities, breaking from routine so that a partnership can grow. Furthermore, the findings suggest that the prefix co- should be understood as (1) shifts in thinking that transcend the status quo and (2) the orchestration of human capital to change norms.

This new understanding of the prefix co- allows teacher education programs to better mediate the dialectical tensions experienced by co-teachers in a mentored co-teaching activity, from individual teacher learning (e.g. a pair/dyad comprising one teaching-resident and one mentor-teacher) to collective co-learning across activity systems (e.g. partnership-based teacher education).

The purpose of this study aims to identify the impact of verbal-visual cognitive styles on the level of satisfaction and behavior in the textual and content search of Google Images.

“Riding” cognitive style test and satisfaction questionnaire were used as data collection tools. Also, to collect data related to the image search behavior, the subjects’ transaction files were recorded using Camtasia software and then the files observed and reviewed. The research sample was 90 postgraduate students of Shiraz University.

The results showed that cognitive styles in interaction with the text-based and content-based search system of “Google Images” affected user’s satisfaction. Text-based image retrieval, in which vocabulary-based information needs were expressed, was more compatible with the verbal cognitive style and resulted in greater satisfaction. In contrast, in content-based image retrieval, where it was possible to express information needs in the form of images, users were more satisfied with the visual cognitive style. Verbal users performed more positively in text-based search and visual users in content-based search.

Considering the research gap, which has identified the performance of visual text-based and content-based systems in terms of satisfaction and cognitive style search behavior, the present study could be considered a small effort to promote science.