Book Review: Language as Power in the Language Teacher Education Ecosystem, by Jaber Kamali (Cambridge University Press, 2026)
Afsaneh Heydari Gujani
Aug 2026· Language Teacher Education Research· 0 citations
Abstract
Standard language teacher education (LTE) programs have mainly prioritized technical skills, focusing on practical aspects such as curriculum design, classroom management, and instructional techniques. Although these elements contribute to the teacher’s professional development, they often leave sociocultural and ideological factors underexplored. Foundational elements within training programs, including teachers’ professional identity, the role of mother tongue, and broader views of culture, are often overlooked as the programs prioritize step-by-step instruction. Furthermore, hierarchical institutional systems frequently restrict teachers’ pedagogical autonomy and embed them within broader frameworks of monitoring and evaluation (Uysal & Gao, 2026). To address these shortcomings, Jaber Kamali’s Language as Power in the Language Teacher Education Ecosystem (2026) responds to these gaps by highlighting language as a central domain where authority and professional expectations are negotiated within the LTE ecosystem.
Teachers are among the most influential human factors in language learning environments, shaping learners' understanding of the target language, its use, and their motivation to engage in learning over time. This theoretical paper synthesises contemporary literature on the diverse and interconnected contributions teach...
Umar Garba Rabo· MAU INTERNATIONAL JOURNAL OF...· 0 citations
Communicative Language Teaching (CLT) has been widely promoted as an approach emphasizing communicative competence and purposeful language use. Despite its prominence in English language education, a persistent gap exists between teachers' awareness and classroom implementation of CLT principles, particularly in non-na...
Amal Salim Alhanashi, Tajularipin bin Sulaiman· International journal of res...· 0 citations
Curriculum reform is a global priority, yet a persistent policy–practice gap remains, which, in very broad terms, shows misalignment between policy intentions and classroom realities. Drawing on a model‐guided systematic review, this article synthesizes 23 peer‐reviewed empirical studies (2015–2024) in foreign lang...
Feng Wang, F. Suñer· Curriculum Journal· 0 citations
This study explores how pre-service English as a Foreign Language (EFL) teachers in Vietnam construct their professional identities during teaching practicum. Framed within sociocultural theory (SCT), it examines both the factors that mediate their identity development and the processes through which identity is negoti...
In Nepal's multilingual and multicultural context, teaching English poses distinct challenges and opportunities. Teachers are central to ensuring effective English language learning, but their potential is often undermined by inadequate training, poor infrastructure, and mismatched national policies that fail to consid...
Naresh Prasad Tiwari· International journal of res...· 0 citations
This study examines the feasibility and pedagogical value of incorporating Global Englishes Language Teaching (GELT) into Taiwanese bilingual elementary English education, an area that remains critically underexplored despite the rapid global expansion of bilingual schooling. Focusing on a Taiwanese elementary school...
