This book revolves around educating recently arrived immigrant youth in the US who are emergent bilinguals by drawing on a seven-year research collaboration with three ESL teachers in an urban secondary school in the US.

By providing a contemporary understanding of theories on classroom dialogue through a sociocultural lens, Sybing offers innovative ways to observe and foster more engaged interaction between teacher and student particularly in language learning contexts.

Wu’s book provides an innovative perspective on, and recommendations for, the major aspects of second language (L2) teaching from a Hegelian anthro-philosophical perspective.

This edited volume investigates the multifaceted elements that shape EAL pedagogy and research in a variety of settings and research areas including linguistic ability influences on subject-specific skills, integrating learners’ home languages into classroom environments, and the importance of supporting EAL teachers in the classroom.

This book provides insights into the professional and personal lives of local language teachers and foreign language teachers who conduct team-taught lessons together.

Presenting a mixed methods study conducted in a bilingual mathematics classroom in Zimbabwe, this text reveals the semantic pedagogical functions and linguistic forms of code-switching during STEM instruction.

This volume explores the value of teacher collaboration in meeting the needs of diverse English language learners (ELLs). A range of research-based chapters demonstrate examples of effective collaboration between English language specialists and content area teachers and offer recommendations for collaborative practice.

Ke’s book examines and reflects on English education in Taiwan from a global English perspective, starting with a discussion on globalization and global Englishes. English education in Taiwan has gone through various major transformations since the intensification of globalization after the 1990s. On one hand, children start to learn English ever earlier while on the other hand, the curriculum and materials in the vocational schools and at the tertiary level become diversified to meet various specific needs of English use. Internationalization of education has brought increasing numbers of...

This edited volume offers an overarching yet detailed view of fast-changing language policy and practice in Europe and beyond. It provides a thorough investigation of different linguacultural scenarios, exploring how language policy has repercussions on research and initiatives in the field of language education.

This edited volume explores the concepts, challenges, possibilities, and implementations of competency-based instruction for developing English competencies in EFL contexts. A valuable resource for scholars, educators, graduate students, researchers, and all those who are concerned with current and the future of education.