Jul 2026· International Journal of Applied Linguistics· 0 citations· 30 references
Abstract
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.
English language teaching in Ethiopia increasingly emphasizes communicative competence, yet classroom implementation often remains teacher-centred and provides limited opportunities for intercultural learning. This study examines how Ethiopian EFL teachers perceive Communicative Language Teaching (CLT), how their perceptions appear in classroom practice, and how CLT supports students’ intercultural competence. A qualitative multiple-case study involves 12 secondary-school English teachers selected purposively from Ethiopian schools. Data are collected through semi-structured interviews, classroom observations, field notes, and demographic forms. The data are analysed thematically through familiarization, coding, categorization, within-case analysis, cross-case comparison, and theme development. The findings show that most teachers view CLT positively and associate it with participation, speaking practice, pair work, group discussion, role-play, and confidence building. However, their classroom practices only partly reflect these beliefs because many activities remain teacher-controlled, textbook-dependent, and focused on accuracy. Teachers also recognize the relationship between language and culture, although several interpret intercultural learning mainly as knowledge of customs and cultural facts. CLT contributes moderately to students’ intercultural competence when tasks include authentic interaction, cultural comparison, perspective-taking, negotiation of meaning, and reflective discussion. Its effectiveness depends on teacher mediation, task design, scaffolding, authentic materials, feedback, assessment alignment, professional development, class size, instructional time, learner proficiency, and institutional support. The study concludes that positive perceptions alone do not ensure effective intercultural CLT. Context-sensitive training, reflective communicative tasks, suitable materials, and assessment of intercultural outcomes are necessary to strengthen classroom implementation. These findings connect teacher cognition, classroom interaction, and intercultural learning within the realities of Ethiopian secondary education.
Teresso Tafa, Esmeralda Bhotana, Agus Wandi et al.· Journal of Language Studies...· 0 citations
Translanguaging, understood as the flexible use of learners’ full linguistic repertoires, has emerged as a significant yet contested practice in language education. While some educators advocate for target-language-only instruction, others view the strategic integration of students’ first language (L1) as part of a broader translanguaging approach that supports comprehension, autonomy, and identity affirmation. This exploratory qualitative study examines language teachers’ perceptions of pedagogical translanguaging and explores how these perceptions are shaped by contextual and demographic factors, including geographic location, age, and grade level taught. Twenty language teachers participated in an open-ended online questionnaire distributed via social media. Data were analyzed using deductive thematic analysis informed by sociocultural and social cognitive theoretical perspectives. Findings indicate broad support for pedagogical translanguaging as a scaffold for comprehension, emotional security, and inclusive practice. However, variations in perception appear to reflect contextual influences such as institutional policies and professional experience rather than clear demographic patterns. The results position translanguaging as a context-sensitive instructional approach shaped by institutional norms and teacher development. Implications highlight the need for targeted professional development, greater conceptual clarity in teacher education, and policy reconsideration to support equitable multilingual pedagogy.
Deniz Alkan Aydin· International Journal of Lan...· 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-native contexts such as Oman. While previous studies have quantified teacher awareness, limited qualitative research has explored how teachers interpret and adapt CLT within their specific classroom contexts. This qualitative case study investigated how six Omani English teachers in government post-basic schools (Grades 11–12) conceptualised and interpreted CLT within their classroom contexts. Semi-structured interviews were conducted and analysed using the Codes–Categories–Themes (CO–CAT) framework to identify patterns in teachers' perspectives. Teachers associated effective implementation of CLT with supportive classroom environments that foster confidence and communication. Teachers also viewed CLT as context-dependent, influenced by learner proficiency, lesson focus, instructional time, and classroom conditions, resulting in selective and adaptive implementation practices. Teachers conceptualised CLT not simply as a collection of communicative techniques, but as a set of interconnected conditions that support classroom communication, including learner participation, authentic language use, emotional support, and contextual adaptation. The study contributes to understanding the theory–practice gap as a process of professional judgement rather than a failure of implementation. The findings may inform teacher professional development, curriculum implementation, and communicative language teaching practices in Oman and similar EFL contexts.
Amal Salim Alhanashi, Paolus Sulaiman· International journal of res...· 0 citations
This study explored the lived experiences of Filipino English language teachers implementing differentiated instruction in multilingual classrooms in Timor-Leste. Grounded in descriptive phenomenology, the study examined how teachers navigated linguistic diversity, adapted instructional practices, and constructed meaning from their experiences in multilingual educational settings. The study employed Colaizzi’s seven-step phenomenological method to analyze participants’ narratives and uncover the essence of their lived experiences. Purposive sampling was utilized to select nine Filipino English language teachers who had at least one year of teaching experience in multilingual classrooms in Timor-Leste. Data were generated through semi-structured interviews, reflective responses, and follow-up clarifications. Interviews were transcribed verbatim and analyzed through phenomenological reduction, formulation of meanings, clustering of themes, and synthesis of the essence of the phenomenon. Findings revealed that teachers experienced persistent linguistic barriers, instructional adjustments, cultural negotiation, and professional adaptation while implementing differentiated instruction. Emergent themes included adaptive instructional flexibility, multilingual responsiveness, collaborative support systems, and reflective teacher agency. The essence of the phenomenon revealed that implementing differentiated instruction in multilingual classrooms is a continuous process of negotiation, adaptation, and culturally responsive engagement shaped by linguistic diversity and professional commitment. Based on the findings, the Adaptive Multilingual Differentiated Instruction (AMDI) Framework was developed to support English language teaching in multilingual contexts. The study contributes to multilingual education, differentiated instruction, and cross-cultural teacher development.
Grace D. Kilbas,, Maria Joahnna S. Barrita· International journal of mul...· 0 citations
As globalisation increasingly impacts languages, scholars have advocated for universal, standardised approaches. However, language practitioners adapt these frameworks to their local contexts, often diverging from global prescriptions. This study investigates the effectiveness of a glocalised language lesson by analysing responses from preparatory school students at a state university in Türkiye. The study examines students’ attitudes towards glocalised lesson design, involving a total of 212 language learners (108 English and 104 Arabic preparatory students). It also compares the reaction of English and Arabic students to the glocalised lesson material. Learner impressions were gathered through a questionnaire and semi-structured interviews. The findings show that glocalised lesson materials enhance learner engagement, with learners valuing culturally relevant content and benefiting from diverse, culturally-rich lessons. The results suggest that English learners (ELs) thrive in student-centred, intercultural environments, indicating readiness for more autonomous and collaborative learning frameworks. Instructors should consider differentiating materials and pacing, incorporating more peer scaffolding, and gradually expanding exposure to intercultural content for Arabic learners (ALs) to support both linguistic development and intercultural competence. This study highlights the importance of shifting our perspectives to consider language learners’ global and local needs in flexible, adaptable educational contexts, potentially providing valuable insights into understanding learner needs and developing more effective teaching methods.
Vildan İnci Kavak, Mohamed Abdelrehem· Cumhuriyet International Jou...· 0 citations
This article examines students’ motivation in English Language Learning (ELL) with a particular attention to how motivation affects learners’ engagement with language forms, functions, and classroom communication practices in English as Foreign Language (EFL) context of Nepal. Following an interpretivist, qualitative paradigm, data were gathered through focus group discussions with fifteen secondary students and semi-structured in-depth-interviews with five English teachers in selected schools within Kathmandu Valley. Thematic analysis reveals that student motivation is primarily shaped by teacher behaviour, classroom environment, pedagogical strategies, and the perceived relevance of English to future goals. Students report higher motivation through supportive teacher–student relationships, interactive activities, and literature-based tasks, while lecture-based instruction, punitive responses to errors, and limited engaging resources contribute to demotivation. Interactive and literature-based activities enhanced not only motivation but also meaningful language use and communicative participation. Although teachers demonstrate theoretical awareness of effective motivational strategies, they report structural constraints arising from large class sizes, heavy workloads, and a rigid, exam-oriented curriculum. The findings highlight a clear gap between theoretical understanding of motivation and its practical classroom application. The article concludes that improving motivation in ELT requires a dual approach combining student-centred pedagogical practices with institutional reforms to address systemic challenges.
Anuska Bohara, Sarswoti Chand, G. Poudel· Gipan· 0 citations