Jul 2026· Profile Issues in Teachers' Professional Development· 0 citations· 45 references
Abstract
The discourse of proficiency in English-language teacher education has been shaped by corporate demands for an ideal speaker. This discourse forces future English language teachers to meet rigid expectations that overlook their sociocultural traits, such as race, social class, and geographical location. This narrative case study draws on narrative frameworks and interviews to analyze how the social class of four English-language preservice teachers at a Colombian public university shapes their experiences of language proficiency. Findings suggest that participants experienced proficiency differently depending on their social class, cultural dispositions, and individual differences. Their stories deconstruct the taken-for-granted concept of proficiency and unveil broader sociocultural and political implications for English-language teacher education.
This study examines how engagement with the linguistic landscape (the visible presence of written language in public spaces) can help develop sociopragmatic competence among learners of English as a Foreign Language. Guided by the Integrated Model of Pragmatic Competence, this paper investigates whether the analysis an...
Manuel Macías-Borrego· Language Teaching Research Q...· 0 citations
Language textbooks do more than facilitate linguistic development; they also mediate learners’ encounters with the cultural communities represented through the target language. This role becomes particularly significant in advanced foreign-language education, where learners are expected to engage critically with comple...
Jaouhara ELmzandi· International Journal of Lan...· 0 citations
This article highlights the power of authentic children's literature to affirm African American English as a legitimate, rule‐governed linguistic system and elevate it as a source of cognitive strength, cultural richness, and academic potential. While foundational literacy skills emphasize English language structure,...
Ramona T. Pittman, Endia J. Lindo, Whitney N. McCoy Hudson et al.· The Reading teacher· 0 citations
This article examines how one second‐grade dual‐language teacher supported translanguaging during interactive read‐alouds and literacy discussions while working in a district that emphasized the use of separate languages. Drawing on classroom observations, interviews, and field notes, we illustrate how the teacher en...
Gilberto P. Lara, María G. Leija· The Reading teacher· 0 citations
This study investigates the roles, perceptions, and professional experiences of native and non-native English-speaking teachers in GCC-related English language teaching contexts The study adopts an exploratory qualitative design, drawing on systematically documented professional observations accumulated over a fifteen-...
Masuda Wardak· World Journal of English Lan...· 0 citations
The purpose of this paper is to increase the awareness of the implication of World Englishes (WEs) for classroom practices and teacher training program policy. The researchers employed a phenomenological approach using semi-structured interviews. All participants defined English not as their native language. This resea...
Juang Rudianto Putra, U. Sulistiyo, E. Haryanto et al.· Studies in Linguistics, Cult...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
