Focusing on English as a Medium of Instruction (EMI) in the Arab Gulf states, the authors consider both sociolinguistic and pedagogical perspectives, and explore practical implications. This edited volume features chapters covering how teachers are negotiating the linguistic challenges posed by EMI; issues of ownership, choice and agency; the scaffolding of academic literacies; how to support the development of content teachers' pedagogical content knowledge in EMI settings as well as the benefits of a bilingual education. Chapter authors all have extensive local experience that they draw upon reflectively in their writing. Policy-makers, teachers and teacher educators wondering how they can best balance the need to develop competence in English in students of all ages on the Arabian Peninsula in a globalizing world, together with the concern to nurture Arabic language, culture and identity, will gain rich insights from this book. Postgraduates and researchers exploring issues surrounding EMI, both locally and internationally, will benefit from the arguments presented in this volume.

This book focuses on mentoring in English language education internationally, as it applies to students, language teachers, practitioner researchers and research mentors themselves. It aims to provide an in-depth understanding of current mentoring practices in diverse contexts worldwide, drawing on case studies from Brazil, Chile, Mexico, Peru, and the USA; China, India, Japan, Nepal, and Vietnam; Australia; parts of Africa; Oman and the UAE; North Macedonia, Turkey and the UK. Areas of focus include peer mentoring, mentor courses, cross-cultural issues, and modalities such as face-to-face or online mentoring, and the chapters also highlight the value of different methodological tools for exploring mentoring situations, including cultural-historical activity theory and conversation analysis. The book's conclusion highlights the potential of mentoring to widen access to learning and therefore address issues that relate to social injustice and inequality, particularly in, but not limited to, under-resourced contexts. This volume will be of particular interest to teacher educators, pre-service and in-service language teachers, and students and scholars of applied linguistics and English language teaching.

Sit down. Relax. Take a deep breath. Enjoy a few moments in this quiet place. Come on in to a place that is Just South of Forever, a place where you will find familiar memories, quiet wisdom, and nuggets of truth that you will want to carry in the pocket of your jeans as you make your way home. Here, there are stories that feel like your own, inspirations that will take you a little bit further down the road, and poems to put music back into your soul. And weaving gently through it all is the rhythm of the footsteps of a friend, walking beside you, reminding you that you are not alone. You'll make it just fine. And that contentment is a cold glass of sweet tea. So go ahead. Inhale the honeysuckle and the wild privet. And in these pages, revisit your days at the lake. Remember your childhood friends. Ponder the meaning of love. Ruminate on a psalm or two. Hear the story of your life. We have saved you a place right here-just south of forever.

Meet Reggie. His story is your story.

Reggie is a pig with a dream. He watches from the outside as the farm dog lives a life of love and favor in the farmer's house, and Reggie longs for that life too. But how can an ordinary little pig ever hope to be good enough-or clean enough-to be invited into the house?

Everyone wants to feel loved by God. But too often, we think that performance, behavior, and "sin management" are the key to that closeness. And so, instead of acting like sons and daughters, we live like orphans.

The orphan mentality of many Christians causes them to struggle with questions such as: How can I get God to meet my needs? What is the magic formula for prayer that makes God act? Which Scriptures can I quote to ensure that I get the blessings God promises me? What must I do to experience the benefits of being a child of God?

The one who understands the reality of sonship never has to ask such questions. He knows that as a child of God, he is already living in the house, and his place at the table is assured.