Jul 2026· The journal of language teaching and learning· Vol 16, pp. 203-225· 0 citations
Abstract
This study introduces and evaluates an extracurricular instructional model designed to foster sociolinguistic awareness among pre-service English as a Foreign Language (EFL) teachers in Türkiye. In response to the limited integration of sociolinguistic content in formal English Language Teaching (ELT) curricula, the extracurricular workshop offered a three-day, non-formal learning environment grounded in reflection, collaboration, and pedagogical design. Guided by qualitative methodology and reflexive thematic analysis, the study draws on participants’ letters of intent, pedagogical materials, and post-workshop reflections to explore how teacher candidates developed sociolinguistic awareness, reimagined their professional roles, and translated critical insights into classroom practices. Findings revealed that participants transitioned from intuitive understandings of linguistic diversity to critically informed perspectives, incorporating sociolinguistic principles into learner-centered, inclusive instructional designs. The workshop experience contributed to participants’ identity formation as culturally responsive educators and advocates for linguistic equity. The study underscores the transformative potential of extracurricular initiatives in addressing curricular gaps and cultivating teacher agency in sociolinguistically complex educational contexts. Implications for teacher education include the need to support experiential, ideologically aware pedagogies that legitimize diverse Englishes and embrace linguistic diversity.
This study aims to examine how EFL students from diverse cultural backgrounds manage their learning processes through metacognitive awareness and self-reflection in a multicultural academic setting. The importance of cross-cultural communicative competence in English language acquisition is increasing, rendering students' ability to regulate their cognition, learning strategies, and emotional responses crucial for achieving academic success. This study employed a phenomenological approach with eleven students from the English Language Education Study Program at Universitas Megarezky. Data were collected using semi-structured interviews and later analyzed using thematic analysis technique. The findings found four principal themes: Self-awareness, Strategic regulation, Cultural adaptation, and Competence transformation These findings emphasize the importance of integrating metacognitive and reflection-based learning practices into the EFL curriculum to enhance students' intercultural competence, emotional resilience, and learning independence. This research provides theoretical contributions to the study of metacognitive learning and cross-cultural communication, as well as practical implications for educators designing globally responsive English language learning.
Sukmawati Sukmawati, Syarifuddin Dollah· EDULEC EDUCATION LANGUAGE AN...· 0 citations
Researchers have explored Linguistic Landscapes (LL) from diverse perspectives, recognizing its educational value as a tool for language learning. This study delved into the multifaceted impacts of integrating LL-centered materials into high school English as a foreign language classrooms. The investigation involved three LL-based activities implemented in an 11th-grade classroom in southeastern Türkiye, following a literacies-oriented pedagogy of Linguistic Landscapes in Second Language Teaching and Learning (LLinL2TL). Spanning 12 weeks, the intervention included data collection through semi-structured interviews and pre- and post-study reflective journals of 32 participants. The findings reveal that the activities fostered learners' awareness of multiculturalism and multilingualism, enhanced their understanding of sociolinguistic dynamics within local and global LLs, and challenged their preconceived notions, providing fresh perspectives. However, learners faced challenges with heavy workloads and limited time for LL tasks, limiting engagement and reflection. Despite this, the study underscores LL materials' value in fostering meaningful and engaging language learning experiences. The study contributes to pedagogical and theoretical discussions and concludes with limitations and implications.
Nesrin Bal, Osman Solmaz· Journal of language research· 0 citations
This study investigates the pedagogical beliefs of French and English language teachers in a diverse, plurilingual context. Drawing on data from 57 pre‐service and in‐service teachers, it examines how beliefs vary according to teaching experience and target language (TL) taught in diverse educational settings. Data were collected through an online questionnaire and follow‐up focus groups. Questionnaire responses were analyzed descriptively and statistically, while focus group data underwent thematic coding. Overall, participants supported meaning‐oriented and communicative approaches, with openness to plurilingual strategies. Notable variations emerged: novice teachers were more receptive to learner‐centered and plurilingual practices, whereas experienced teachers favored a more balanced approach integrating form and meaning. Beliefs about pronunciation, reading, and the use of learners’ first languages also differed based on language taught and teaching context. These findings point to the importance of differentiated professional development that reflects teachers’ profiles and realities, recognizing the diverse beliefs they bring into increasingly plurilingual classrooms.
Pierre-Luc Paquet, Nerea Villabona, Mikel Gartziarena· International Journal of App...· 0 citations
In South African multilingual classrooms, assessment remains constrained by monolingual English frameworks, creating a systemic contradiction with additive bilingualism policies. This qualitative study explores how pre-service teachers navigate this contradiction and argues that they are often socialized into a “pedagogy of compromise.” Within this approach, translanguaging is accepted as a scaffold in formative assessment but largely excluded from high-stakes summative assessment, thereby sustaining English's dominance. Drawing on questionnaire and interview data from twenty-fourth-year pre-service teachers, the study, using reflexive thematic analysis, identifies a persistent gap between beliefs and practices. While participants recognized the potential value of translanguaging, many showed conceptual confusion between translanguaging and code-switching. In practice, home languages were predominantly used as a bridge to support learning, rather than as legitimate resources for demonstrating knowledge in assessment. Informed by sociocultural perspectives on learning and language interdependence, and critically attentive to the dominance of English in education, the findings suggest that supporting translanguaging in assessment requires more than technical training. It also involves engaging with underlying language ideologies that shape South African classrooms and assessment practices. The paper concludes by recommending that teacher education programs should create opportunities for critical dialogue, provide practical experience in designing multilingual assessments, and support greater alignment between language policy and assessment practices.
Olabisi F. Olaoye· ACITYA Journal of Teaching &...· 0 citations
This study aims at exploring a change in English as a Lingua Franca (ELF) education by means of transforming traditional teacher-centered methods into a more engaging and agentic approach utilizing the Linguistic Landscape (LL), defined as visible displays of language components in a context. This new framework can be viewed as a driver on the way to fostering learner agency and the 4Cs of skills. The study highlights the LL as a key tool for developing learner agency and important 21st-century skills in a university setting. It closely examines a 14-week project where 98 ELF preparatory students from two state universities in Türkiye acted as language detectives, investigating their semiotic environments. The study integrated collaboration, communication, and creativity through group fieldwork, LL content creation, and presentations. Designed as exploratory qualitative research, the data were gathered using an online survey, reflection journals, and informal interviews. The findings show positive results from this project in terms of students` points of view related to LL. Given that, the students started to recognize LL around them as valuable tools for effective learning instead of seeing these language manifestations as meaningless letters. The results also revealed that ELF learners became active participants in their own learning environments rather than being just passive receivers of information when they engaged with LL-based materials. Moreover, data explored that the intervention systematically promoted the 4Cs of 21st-century skills: critical thinking was encouraged as students deconstructed the functions and grammatical correctness of English across various contexts (e.g., commercial clothing vs. practical menus) and conveyed nuanced perspectives on its sociocultural impact as well as they were collaborating and communicating with their peers. These findings point to the fact that LL-based pedagogy should be considered a crucial component of a contemporary ELF curriculum, designed to empower students as active, critical, and collaborative communicators in the complex language environments surrounding them.
Betül Güleryüz Adamhasan, E. Yatağanbaba· Sakarya University Journal o...· 0 citations
The growing emphasis on context-responsive, student-oriented and experiential teaching practices in English language teaching (ELT) has encouraged teachers, researchers and educators to shift from traditional pedagogy which often neglects students' real-life experiences. This study explored the significance of field-based contextualized ELT on learners' involvement and learning outputs in the community schools of Pokhara, Nepal. Based on the ecological, constructivist, and experiential learning theories, this study examines how context-based pedagogy promotes learners to enhance their language knowledge through their own local contexts. Implementing qualitative participatory action research paradigm, the data were collected through classroom observations, field notes, in-depth interviews and focus group discussion (FGD). It has been seen that field-based contextualized ELT considerably enhance students’ motivation, active participation, and collaborative behavior, emotional and cognitive involvement in their real-life experiences. The study also reveals significant improvement in learning vocabulary, descriptive and creative writing with full confidence. Despite the positive results, the research also identified several challenges such as teacher preparation, time constrains, curriculum rigidity, logistical limitations and pedagogical resources. The study suggests the needs of policy-level reforms, flexible curriculum and teacher development by integrating local context. It also promotes the implementation of ecological approaches that that provide real-life practice in multilingual and multicultural settings.
Lok Nath Subedi· The EFFORTS, Journal of Educ...· 0 citations