Aug 2026· International Journal of TESOL Studies· 0 citations· 67 references
Abstract
As English-medium instruction (EMI) programs expand globally, teacher educators play a crucial yet understudied role in navigating multilingual, sociocultural, and institutional complexities. Understanding their agency is essential for examining how pedagogical reasoning, language ideologies, and context-responsive practices develop in educational spaces. This autoethnographic research explores how I negotiate and enact my agency as a language teacher educator in a language teacher education program at an EMI institution. Drawing on teaching journal entries, retrospective reflections, and course artifacts, the analysis showed how my pedagogical agency was enacted through reframing translanguaging and multilingual perspectives, navigating critical perspectives in context, and fostering teacher candidates’ agency and professional identity. These enactments emerged through ongoing negotiation among transnational trajectory, insider– outsider positioning, students’ realities, evolving educator identities, and negotiation with the context. The study offers nuanced understandings of teacher educator agency in transnational educational contexts and implications for promoting multilingual, context-responsive, and agency-oriented language teacher education in EMI settings.
This study examines how pre‐service teachers (PSTs) in Hong Kong developed beliefs about translanguaging and how they enacted and negotiated these beliefs during teaching practicums in English‐as‐a‐second‐language (ESL) classrooms. Drawing on reflective diaries and follow‐up interviews with nine PSTs, the study found that PSTs’ beliefs were shaped through ongoing negotiations among competing discourses encountered in teacher education programmes and practicum experiences. Although participants frequently drew on multilingual, multimodal, and semiotic resources to support comprehension and participation, their practices were largely oriented towards pragmatic instructional goals rather than the broader transformative aims associated with translanguaging pedagogy. Importantly, this discrepancy reflected not simply a failure of implementation but the ways in which PSTs exercised agency while navigating institutional constraints and contextual realities. The study contributes to research on translanguaging and teacher education by highlighting the complex relationship among teacher beliefs, classroom practices, and institutional contexts. It also underscores the need for teacher education programmes to support the development of a translanguaging stance and structured opportunities for PSTs to negotiate theory‐practice tensions in multilingual classrooms.
Han Wu· International Journal of App...· 0 citations
Abstract:In this article, I reflect on how my multilingual background, rooted in my journey across languages and cultures, enriches my approach to second-language instruction. Grounded in research on second language acquisition, teacher identity, and culturally responsive pedagogy, I argue that educators who have personal experience in language learning bring distinct pedagogical advantages that are not always accessible to native-speaking instructors. These advantages include empathy rooted in lived experience, heightened metalinguistic awareness, and a deep understanding of learner challenges. Through narrative reflection and classroom-based examples, including theater-informed expressive pedagogy and performance-based classroom practices, I demonstrate how my linguistic journey continues to shape both what I teach and how I teach it. As a near-native Hebrew educator positioned at the intersection of fluency and learner perspective, I offer insights that can deepen Hebrew pedagogy and help create learning environments that are culturally relevant, responsive, and supportive.Abstract:במאמר זה אני בוחנת כיצד הרקע הרב־לשוני שלי, המעוגן במסע אישי בין שפות ותרבויות, מעשיר את גישתי להוראת שפה שנייה. בהישען על מחקר בתחום רכישת שפה שנייה, זהות מורים ופדגוגיה רגישת־תרבות, אני טוענת כי מחנכים שחוו בעצמם תהליך של למידת שפה מביאים עימם יתרונות פדגוגיים ייחודיים, שאינם תמיד זמינים לדוברים ילידיים. יתרונות אלה כוללים אמפתיה הנובעת מניסיון חי, מודעות מטאלשונית מפותחת והבנה עמוקה של אתגרי הלומדים. באמצעות רפלקסיה נרטיבית ודוגמאות מן הכיתה, ובהן אסטרטגיות פדגוגיות בהשראת התיאטרון והוראה מבוססת־ביצוע, אני מדגימה כיצד המסע הלשוני שלי ממשיך לעצב הן את התכנים שאני מלמדת והן את דרכי ההוראה שלי. כמחנכת לעברית ברמת שליטה כמעט־ילידית, הפועלת בצומת שבין שטף לשוני לבין נקודת מבט של לומדת, אני מציעה תובנות היכולות להעמיק את הפדגוגיה של הוראת העברית ולסייע ביצירת סביבות למידה רגישות־תרבות, תומכות ורלוונטיות.
This study explores how an elementary ESOL teacher in a rural U.S. school enacted agency to support multilingual learners' (MLs) engagement with disciplinary literacy in science. Drawing on frameworks of disciplinary literacy and multimodal pedagogy, the study investigates how science instruction can move beyond remediation and instead foster MLs' full participation as sense‐makers and knowledge producers. Through ethnographic case study methods, including classroom observations, interviews, and student artifacts, we examine how the teacher co‐constructed inquiry‐based, multimodal science lessons that integrated language and content learning. Findings highlight three interrelated instructional strategies: (a) centering students' everyday experiences in science modeling, (b) leveraging multimodal representations to support conceptual and linguistic development, and (c) fostering dialogic routines that positioned MLs as capable contributors to scientific discourse. Set in a rural context, the study underscores the critical role of ESOL teacher agency in reimagining science education for equity. We argue that disciplinary literacy in science must be broadened to include multilingual, multimodal ways of knowing and doing, especially in under‐resourced schools. This work contributes to growing conversations about how rural educators can enact linguistically inclusive, inquiry‐driven science instruction that affirms the identities and assets of MLs.
In contexts of growing social polarisation and cultural complexity, tertiary educators are increasingly called upon to move beyond celebratory multiculturalism towards critically informed intercultural praxis in preparing students for 21st-century classrooms. Drawing on a sustained transnational collaboration between Australia and Spain within initial teacher education, this paper adopts a collaborative autoethnographic approach to critically reflect on our pedagogical practices and their implications for culturally responsive music education. We examine how intercultural musical encounters, particularly those involving culture bearers, can foster cultural competence and critical reflection among pre-service teachers, while also generating tensions related to knowledge, cultural ownership, authenticity, and appropriation. Building on these reflections, we reconceptualise authenticity as a relational and dialogic process, co-constructed through interaction, mediation, and context-sensitive engagement. We propose a conceptual framework grounded in three interrelated dimensions: collaborative partnerships, relational authenticity, and dialogic mediation through educator facilitation. Together, these principles offer an ethically informed and pedagogically grounded approach to intercultural music education that moves beyond representation towards sustained, meaningful engagement with cultural diversity. By foregrounding the role of the educator as a cultural mediator and drawing on insights generated through sustained intercultural practice and prior research, this paper contributes to ongoing debates on belonging, inclusion, and the development of culturally responsive practices in contemporary music teacher education.
A. Cabedo-Mas, Dawn Joseph· Education sciences· 0 citations
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 consider local diversity. This study explored how to energize teacher potentials by focusing on socio-cultural inclusivity, professional development, and geo-political considerations in Nepal. Drawing on qualitative data collected through interviews, observations, and document analysis, the research investigates the current challenges and emerging solutions from teachers’ perspectives across different regions. The findings show that teachers can become transformative agents when equipped with context-sensitive pedagogy, culturally responsive training, and community engagement tools. The study recommends decentralizing teacher education, investing in continuous and reflective professional development, and involving teachers in curriculum design. Energizing teacher potential is thus framed not just as a pedagogical goal, but as a socio-political project essential for equitable and effective English education across Nepal
Naresh Prasad Tiwari· International journal of res...· 0 citations
This qualitative case study examines how interpretation emerges in the enactment of intercultural language teaching and learning (ILTL) within literature-based English courses at an Indonesian university. Drawing on ILTL as an interpretive framework, the study conceptualises interpretation as a dynamic process arising through the interaction between ILTL principles, interpretive vehicles, and interpretive resources. Focusing on two English language courses delivered through an imported American curriculum, the research investigates how interpretive vehicles, including literary texts, teacher questioning, classroom dialogue, comparative activities, reflective writing, and classroom tasks, created opportunities for teachers and students to engage their interpretive resources, including linguistic, cultural, experiential, affective, ideological, and semiotic understandings. The analysis draws on collaborative lesson planning, classroom observations, teacher interviews, student artefacts, and classroom interaction. The findings show that the ILTL principles of active construction, making connections, reflection, and social interaction were enacted through diverse interpretive vehicles that supported learners in constructing literary and intercultural meanings. The study further demonstrates how teachers’ pedagogical judgements shaped the enactment of these vehicles within existing curricular contexts. Building on these findings, the study proposes an integrated analytical framework that demonstrates how ILTL principles, interpretive vehicles, and interpretive resources interact to support the development of intercultural meaning in classroom practice.
Billy Nathan Setiawan· Intercultural Communication...· 0 citations
