Resource Library

This study explores preliminary results from a pedagogical intervention designed to improve instruction for all students, particularly emergent bilinguals in the United States (or English language learners).

Preparing classroom teachers to teach English Learner (EL) students continues to challenge teacher educators.

Across the globe, schools serve students from increasingly diverse backgrounds, including those still learning the dominant language. But schools have struggled to maintain pace with the changing population, resulting in a lack of prepared teachers and subsequent gaps in student achievement.

A partnership between a university program and an urban public school was created to help the school respond to the significant increase in the school's population of immigrant, English language learners.

At a time of increasing public and government focus on the quality of teacher education, little is known about the professional development needs of those who teach teachers in further education (FE). Yet they are crucial players.

This article examines changes in teachers' beliefs and practices over the course of a professional development (PD) program concerned with the implementation of a constructivist-oriented pedagogy in English as a Foreign Language (EFL) classrooms.

This study explored the use of makerspaces as a professional development activity when examined through the analysis of qualitative data reflecting participant experience.

This study explored the use of makerspaces as a professional development activity when examined through the analysis of qualitative data reflecting participant experience.

The study examines the connection between domain-specific learning opportunities in English as a foreign language (EFL) teacher preparation and preservice EFL teachers' pedagogical content knowledge (PCK).