teacher-development
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- PaperLanguage Teaching29 Apr 2026
Pedagogical translanguaging in secondary EFL: A systematic review of practice and teacher development (2023–2025)
Yelena Zakharova, David Lasagabaster
A systematic review of 25 empirical studies from 2023–2025 identifies four interconnected themes in pedagogical translanguaging in secondary EFL: barriers to implementation, pedagogical rationales, classroom practices, and learning outcomes. The review reveals that translanguaging is pragmatically necessary but remains systematically unsupported at the institutional level, leading teachers to implement it covertly without formal preparation, and calls for recognizing translanguaging as professional expertise.
Original abstract
While pedagogical translanguaging (PT) has gained prominence as an approach for bridging learners’ multilingual repertoires and monolingual teaching paradigms, secondary English as a Foreign Language (EFL) contexts remain underexamined, particularly following recent shifts in classroom diversity. This systematic review synthesizes 25 empirical studies of PT in secondary EFL education published between January 2023 and August 2025. Based on Reflexive Thematic Analysis, four interconnected themes were identified: (1) barriers to PT implementation due to structural, ideological, and teacher preparation constraints within institutional environments; (2) pedagogical rationales that integrate cognitive, affective, and sociocultural justifications; (3) observable classroom practices organized by pedagogical function, revealing strategic deployment of more-enabled and less-enabled languages; and (4) learning outcomes across cognitive, affective, and sociocultural domains. These themes reveal a fundamental tension: although translanguaging proves pragmatically necessary for effective EFL teaching, it remains systematically unsupported at the institutional level. Teachers justify and enact sophisticated multilingual practices, but without formal preparation, they tend to implement PT covertly within unsupportive structures, relying on knowledge that remains tacit and difficult to share. The review shows that PT has outpaced institutional recognition, calling for systems that treat it as professional expertise rather than tolerated improvisation.
- PaperELT Journal25 Apr 2026
Teacher talk on social media: creating space for learning
Melissa Reed, Philip Chappell, Lynda Yates
Analyzed dialogues from a large Facebook group for English language teachers, identifying types of talk that are productive, less productive, or toxic for learning. Offers recommendations, reflective questions, and a model to help teachers and stakeholders understand how social media interactions affect opportunities for learning.
Original abstract
Teachers are increasingly using social media as a form of professional development. Online teachers’ communities can be beneficial for teachers, including the opportunity to self-direct their learning, network with peers without barriers of time and space, and find support. However, we still lack an understanding of how their interactions with others help teachers learn on social media. This article reports on a study in which dialogues from a large Facebook group for English language teachers were analyzed. Different types of talk were identified in the group: talk that was productive, talk that was less productive and talk that was toxic for learning. The concept of dialogic learning frames how teachers co-construct understandings through dialogue, and what actions may enable or constrain learning. Recommendations, reflective questions and a model are provided to assist teachers and other stakeholders to understand how interactions on social media may affect opportunities for learning.
- PaperERIC — ELT & TESOL1 Jan 2026
Teacher Research in TESOL
Jason Anderson, Richard Smith
Proposes a reconceptualization of teacher research in TESOL that distinguishes teacher priorities from academic ones. Introduces four continua ranging from 'researching-in-practice' to 'research-on-practice' to help teachers validate their inquiry activities. Argues that recognizing teacher research as a distinct form of inquiry is central to teacher development in the 21st century.
Original abstract
This article offers a state-of-the-art, critical discussion of teacher research as characterized in TESOL, applied linguistics, and wider educational literatures. We offer a reconceptualization of teacher research that recognizes teacher priorities and perspectives as distinct from academic ones. Four continua are proposed to enable teachers to locate and validate their own research activities on a spectrum ranging from "researching-in-practice" to "research-on-practice," allowing for a wider range of inquiry-oriented activities to be recognized as teacher research than previously conceptualized. Several examples of teacher research are provided (including from "TESOL Quarterly") to illustrate how the framework may be employed. The article concludes by proposing four future tasks that, we argue, will revitalize teacher research as a form of inquiry in its own right (and not subservient to academic norms), thereby enabling it to be better recognized as central to TESOL teacher development and expertise in the twenty-first century.
- PaperReCALL25 Nov 2025
Informal digital learning of English in teachers: development and validation of a scale – CORRIGENDUM
Afsheen Rezai
This corrigendum corrects errors in the original paper on the development and validation of a scale for measuring informal digital learning of English among teachers.