AI Networking Cookbook: Practical recipes for AI-assisted network automation and development
Foundation phase classroom teachers in South Africa face persistent challenges in teaching English Home Language comprehension to learners from multilingual backgrounds. Teachers in these contexts often struggle with applying effective comprehension strategies, bridging learners’ home languages with English, and adapti...
In multilingual classrooms, particularly in the Philippines, code-switching has become an important instructional practice for addressing language barriers and supporting meaningful classroom interaction. This study explored the lived experiences of public junior high school English teachers in using code-switching as...
High-quality professional learning for teachers and improved literacy outcomes for children are national priorities in Wales. Despite this, limited research has explored how teachers experience sustained professional learning focused on vocabulary instruction and how such experiences shape their self-efficacy and profe...
Abstract This study explores how non-native English-speaking teachers (NNESTs) across Europe develop professional knowledge of L2 pragmatics, use translingual strategies, and negotiate their pedagogical roles amid shifting language ideologies. Data comprised teachers’ written reflections collected through an open-ended...
Throughout the Global South, English functions as just one component of a broader linguistic landscape. Consequently, integrating it into curricula or instructional medium necessitates valuing the rich linguistic capital of educational stakeholders. This Special Issue offers a critical re-examination of English langu...
English language classrooms function as culturally situated spaces, yet instruction in highly structured systems often proceeds as if learner identity, voice, and cultural resources are peripheral to learning. This qualitative interpretive study examined how Filipino Assistant Language Teachers (ALTs) in Japanese publi...
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