Abstract Bilingual education has become increasingly popular in China, with a subsequent growth research, particularly research qualitative component that examines learners’ and teachers’ experiences perspectives. These studies have mostly been conducted individual classroom settings where contexts learners differ, making findings less transferrable to other educational settings. To address thi...

In this article, I explore how an English teacher’s self-efficacy beliefs in using groupwork developed, specifically with regard to his work with young learners, while he was engaged part-time on an in-service BA TESOL programme in the Middle East. Using qualitative case study methodology, I uncover various aspects of his self-efficacy growth, highlighting links between this and growth in his p...

This paper outlines a case study of the reflections two novice teaching English to speakers other languages (TESOL) teachers in South Korea through lens framework for reflecting on practice that included teachers’ philosophy, principles, theory, practice, and beyond practice. Overall, results revealed connections between their hidden aspects (philosophy, theory) both remained consistent with wh...

This Perspectives article proposes a renewed vision of teaching English to speakers other languages (TESOL) through translanguaging (TL) stance, grounded in critical sociolinguistic inquiry and embodied practice. A TL theory language asserts an activist agenda dismantle mono/lingualism, inviting more dynamic expansive view multilingualism that actively challenges linguistic hierarchies associat...