The pursuit of a gender-just language classroomThis article strongly emphasizes the real and positive results of using gender-inclusive teaching methods in language education. It provides a diverse range of examples that can really help make language classrooms more welcoming to trans diversity.
EFL novice teachers’ emotions and professional developmentThe first years of teaching are often described as ‘emotionally challenging’ by English as a foreign language (EFL) teachers in secondary schools in France because their professional identity and skills are still under construction. How, then, can novice teachers (NTs) be supported during this process?
Language Use in the Foreign Language ClassroomIn foreign language classrooms, teachers and students frequently use both the native language and the target language for instructional purposes (Levine, 2011). This study examines how often English or Spanish is employed by teachers and students, as well as the underlying reasons for its usage.
Problematising Written Corrective Feedback: A Global Englishes PerspectiveIn the realm of English as an additional language writing, the process of addressing errors or providing feedback on errors is commonly termed as 'written corrective feedback (WCF)'. The term 'corrective' underscores adherence to standards often associated with native speakers, a perspective that sparks debate in our increasingly interconnected world.