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The European Journal of Applied Linguistics and TEFL is a refereed academic publication which aims to disseminate information, knowledge and expertise in the broad area of applied linguistics. Strong preference is given to contributions relating to second language acquisition, EFL pedagogy, teacher training and classroom innovation. This special issue is devoted to the theme of Leadership and Management in TESOL and consists of ten articles presenting the latest theoretical deliberations, research and scholarship from the United Kingdom, Australia, the United States, Romania, Brazil, the United Arab Emirates, Vietnam, Japan, Indonesia, Argentina and Uruguay, and covers important topics in the field, including, but not limited to: Leadership in the language classroom - Transformative leadership perspectives in TESOL - Principles and practices of antiracist leadership - Leadership for teacher engagement - A humanistic approach to educational management and leadership. This provides a valuable source of reference for applied linguists, teacher educators, materials developers and practitioners in the field of TESOL. The content also offers readers a deeper insight into current issues and practices, thereby broadening their knowledge and promoting professional development.

This textbook serves as a current and comprehensive resource on effective Continuing Professional Development (CPD) for TESOL practitioners in various contexts around the world at various stages in their careers. The practices described by language teachers, teacher educators and professional development providers in this book offer a vision of critical issues to consider when designing and evaluating professional development opportunities. Effective professional development requires careful planning informed by the realities of the local context and the specific needs of the teachers. This textbook is designed to support those who provide professional development opportunities by presenting global perspectives on professional development for a range of teaching contexts at different language levels. Each chapter includes a discussion about the type and source of support available in the given context, as well as a reflection on the challenges that exist for both teachers and CPD providers. These insights serve to help CPD designers and providers as they problematize teacher development opportunities in their context. Each chapter concludes with a synthesis of the strengths of CPD in the local context and a discussion of future directions that target opportunities for transformation and improvement. This volume celebrates teachers, teacher educators and CPD providers around the world. High-impact practices are presented from fifteen countries: Cameroon, Canada, Costa Rica, Indonesia, Kazakhstan, Malta, New Zealand, Norway, Oman, Qatar, South Africa, South Korea, Sri Lanka, Tanzania and the United States of America.

The European Journal of Applied Linguistics and TEFL is a refereed academic publication which aims to disseminate information, knowledge and expertise in the broad area of applied linguistics. Strong preference is given to contributions relating to second language acquisition, EFL pedagogy, teacher training and classroom innovation. This issue includes ten articles presenting the latest theoretical deliberations, research and scholarship on TESOL Teacher Motivation, Identity, Engagement and Agency from New Zealand, Hungary, Norway, the UK, Australia, Japan, North Macedonia, Poland and the USA, and covers important topics in the field, including, but not limited to: Language teacher research motivation - Teacher motivating agency - Teacher identity development and professional engagement - Agency in second language teacher education - Teachers' motives, agency and Vygotsky's notion of perezhivanie - TESOL teacher well-being. This provides a valuable source of reference for applied linguists, teacher educators, materials developers and practitioners in the field of English language education. The content also offers readers a deeper insight into current issues and practices, thereby broadening their knowledge and promoting professional development.

The European Journal of Applied Linguistics and TEFL is a refereed academic publication which aims to disseminate information, knowledge and expertise in the broad area of applied linguistics. Strong preference is given to contributions relating to second language acquisition, EFL pedagogy, teacher training and classroom innovation. This special issue is devoted to the theme of Diversity and Representation in the ELT Classroom and consists of ten articles presenting the latest theoretical deliberations, research and scholarship from Mexico, the United Kingdom, the USA, Germany, Hong Kong, the Philippines and Japan, and covers important topics in the field, including, but not limited to: Students' perspectives on diversity and inclusion - Trauma and the use of translanguaging space as a vehicle for psycho-social support for refugee learners - Culturally-sustaining MALL pedagogies for migrant children - Students' attitudes and beliefs regarding gender and teaching about gender - Critical language pedagogy - Teachers' experiences with neurodiverse students - Helping learners with dyslexia in acquiring a second/additional language.This provides a valuable source of reference for applied linguists, teacher educators, materials developers and practitioners in the field of English language education. The content also offers readers a deeper insight into current issues and practices, thereby broadening their knowledge and promoting professional development.

At the heart of this study is the fostering of learner autonomy in the language classroom, in particular how learner autonomy can be developed through pedagogical tasks. The work focuses on four different approaches: learner-related, classroom-related, resource-related and technology-related. The book combines classroom theory, research and practice, all of which are immersed in the philosophy of social constructivism, whereby knowledge and learning are seen as both the context for and the result of human interaction.""This is the book everyone in the field has been waiting for. It is the product of excellent classroom research... highly engaging, relevant, readable, and above all, practical in its handling of the issues."" Prof. John McRae, University of Nottingham, UK.""This book is a perfect combination of theoretical and practical proposals that make it possible to implement and foster learner autonomy in the EFL/ESL classroom.""Prof. Wolfgang Hallet, Justus Liebig University, Giessen, Germany