This volume presents the current state of the TESOL (Teaching English to Speakers of Other Languages) practicum in 13 countries, including Armenia, Australia, Chile, Costa Rica, Croatia, England, Indonesia, Japan, Malta, Poland, South Korea, Sweden and the USA. Together the contributions offer a unique and contemporary view of how teachers are being educated and brought into the TESOL worldwide community of practice. This is the first publication to present diverse models/frameworks of the TESOL practicum from several international teaching contexts, focusing on exemplary practicum cases in the selected countries.

This volume presents the current state of the TESOL (Teaching English to Speakers of Other Languages) practicum in 13 countries, including Armenia, Australia, Chile, Costa Rica, Croatia, England, Indonesia, Japan, Malta, Poland, South Korea, Sweden and the USA. Together the contributions offer a unique and contemporary view of how teachers are being educated and brought into the TESOL worldwide community of practice. This is the first publication to present diverse models/frameworks of the TESOL practicum from several international teaching contexts, focusing on exemplary practicum cases in the selected countries.

The European Journal of Applied Linguistics and TEFL is a refereed academic publication which aims to disseminate information, knowledge and expertise in the broad area of Applied Linguistics. Strong preference is given to contributions relating to second language acquisition, EFL pedagogy, teacher training and classroom innovation. This issue includes ten articles presenting the latest theoretical deliberations, research and scholarship from Germany, Australia, Norway, Japan, Armenia, the USA, Brazil, the UK, Austria and Bahrain, and covers important topics in the field, including, but not limited to: * the Lingua Franca Core in English pronunciation teaching; * reconceptualising memorisation for effective language learning practice; * dynamic assessment in CLIL; * perceptions of multimodal technologies and video games for language instruction; * translanguaging in multilingual classrooms; * pre-service teachers' preparedness to work with multilingual learners; * professional identities of TESOL teachers. This provides a valuable source of reference for applied linguists, teacher educators, materials developers and practitioners in the field of TESOL. The content also offers readers a deeper insight into current issues and practices, broadening their knowledge and promoting professional development.

The European Journal of Applied Linguistics and TEFL is a refereed academic publication, which aims to disseminate information, knowledge and expertise in the broad area of Applied Linguistics. Strong preference is given to contributions relating to second language acquisition, EFL pedagogy, teacher training and classroom innovation. This special issue consists of nine articles, which focus on the theme of Language Teachers as Researchers. Some of the topics discussed in this volume include: * the issue of practitioners' identity and trust while researching their own practice; * constructing teacher research identity; * action research for self-evaluation of teaching; * collaborative action research on notetaking; * video conferencing and reflective practice in language teacher education; * researching and understanding new literacies and language in use. This provides a valuable source of reference for applied linguists, teacher educators, materials developers and practitioners in the field of TESOL. The content also offers readers a deeper insight into current issues and practices, broadening their knowledge and promoting professional development.

The European Journal of Applied Linguistics and TEFL is a refereed academic publication which disseminates information, knowledge and expertise in the broad area of applied linguistics. This special issue consists of ten articles which focus on current perspectives on teaching English as an additional language to refugee-background students. Topics discussed in this volume include: - Reading pedagogy for young adults learning literacy for the first time in EAL - Multiple literacies in the classroom - Digital storytelling and academic confidence - Encountering and accommodating diversity - Assessing students? linguistic and cultural resources - Social positioning and intercontextuality in classroom discourse - Understanding indigenous education practices

The European Journal of Applied Linguistics and TEFL is a refereed academic publication which aims to disseminate information, knowledge and expertise in the broad area of applied linguistics. This special issue is devoted to the theme of Educational Technology in English Language Learning and Teaching. It contains ten articles presenting the latest research and scholarship from Australia, the United Kingdom, Spain, the United States, Chile, Lebanon, Japan, Poland and Germany, and covers important topics in the field, such as: - digital literacies - integrating technology into pedagogical practice - CALL and project-based learning - virtual learning environments in CALL classrooms - flipped learning and assessment - telecollaboration - modelling teacher presence in teacher-training online intercultural exchanges

The European Journal of Applied Linguistics and TEFL is a refereed academic publication which aims to disseminate information, knowledge and expertise in the broad area of applied linguistics. Strong preference is given to contributions relating to second language acquisition, EFL/ESL pedagogy, English language teacher training and classroom innovation. This issue includes ten articles presenting the latest research and scholarship from the United Kingdom, Mexico, the Netherlands, Norway, Vietnam, Belgium, Australia, Iran, Armenia, the United States and China and covers important topics in the field, including: - students' self-assessment of proficiency and progression - inviting the student's voice through a dialogic approach - students' perceived effects of in-class debates - fostering literacy in adolescent EFL classrooms - teachers' perceptions of task-based language teaching - academic writing instruction - blending English for General Purposes with English for Specific Purposes in course design.

The European Journal of Applied Linguistics and TEFL is a refereed academic publication which aims to disseminate information, knowledge and expertise in the broad area of applied linguistics. This special issue is devoted to the theme of Reflective Practice in the ELT Classroom. It brings together contributions from well-respected and influential applied linguists and teacher educators, covering topics such as: - reflective practice for professional development - engagement of teacher-scholars in critical friendship - reflection on self to make sense of practice - video-based inquiry for supervisor reflection - reflective practice in action - collaborative and dialogic reflection - reflection through microteaching and interaction - development of a reflective disposition

The European Journal of Applied Linguistics and TEFL is a refereed academic publication which disseminates information, knowledge and expertise in the broad area of Applied Linguistics. Strong preference is given to contributions relating to second language acquisition, EFL/ESL pedagogy, English language teacher training and classroom innovation. This number includes ten articles presenting the latest research and scholarship from Belgium, Australia, Iran, Jordan, Japan, UK, China, Macau and Thailand and covers important topics in the field, including: - native speakerism in the ELT classroom - learner drawings as connected with writing - willingness to communicate in English and perfectionism - the use of weak forms - validation of the C-test - teacher classroom anxiety - needs analysis in ESP curriculum development - developing a sustainable EGAP course - genre-based remedial suggestions for writing MA TESOL dissertations - blended learning, TESOL teacher preparation and quality assessment

At the heart of this study is the fostering of learner autonomy in the language classroom, in particular how learner autonomy can be developed through pedagogical tasks. The work focuses on four different approaches: learner-related, classroom-related, resource-related and technology-related. The book combines classroom theory, research and practice, all of which are immersed in the philosophy of social constructivism, whereby knowledge and learning are seen as both the context for and the result of human interaction. ""This is the book everyone in the field has been waiting for. It is the product of excellent classroom research... highly engaging, relevant, readable, and above all, practical in its handling of the issues."" Prof. John McRae, University of Nottingham, UK. ""This book is a perfect combination of theoretical and practical proposals that make it possible to implement and foster learner autonomy in the EFL/ESL classroom."" Prof. Wolfgang Hallet, Justus Liebig University, Giessen, Germany

Innovation and Creativity in ELT Methodology comprises a collection of pedagogical articles, giving language teachers a fascinating insight into the way different teaching approaches, methods, procedures and techniques can be explored in the language classroom. Written by established and emerging scholars, this edited volume covers current key issues in teaching, including four macro language skills like listening, speaking, reading and writing; three micro language skills such as pronunciation, vocabulary and grammar, as well as English through content areas and technology -- CALL. This is a valuable resource book for language teachers, language materials developers, pre-service language teachers, and language teacher educators who would like to explore and creatively craft their own teaching practices to help language learners become competent users of the target language.

Innovation and Creativity in ELT Methodology comprises a collection of pedagogical articles, giving language teachers a fascinating insight into the way different teaching approaches, methods, procedures and techniques can be explored in the language classroom. Written by established and emerging scholars, this edited volume covers current key issues in teaching, including four macro language skills like listening, speaking, reading and writing; three micro language skills such as pronunciation, vocabulary and grammar, as well as English through content areas and technology -- CALL. This is a valuable resource book for language teachers, language materials developers, pre-service language teachers, and language teacher educators who would like to explore and creatively craft their own teaching practices to help language learners become competent users of the target language.