These three chapters in 'Challenging Boundaries in Language Education' discuss how we might understand and empower populations at the 'fringe' of language education theory and practice. Whether it is by capitalising on the linguistic resources of multilingual students, reflecting on the experiences of study abroad students or understanding the challenges of third age language educators, these chapters challenge the definition of who language education is about.
Daniel Xerri and Ceres Pioquinto have put together an edited collection on research literacy for language educators (Becoming Research Literate: Supporting Teacher Research in ELT), which is free to download. This post describes the book, and my own contribution to it, and includes a link to download the book.
Publishing your work in a predatory journal is a very bad career move. This post explains why, and presents a list of six criteria to help you avoid this mistake.
Challenging Boundaries in Language Education, the book I am editing, invites readers to rethink how languages are taught. These four chapters that have just been included in the collection map out the theory of langauge education, and show some ways in which it can be extended.
Bilingual education and (CLIL) are often associated with relatively well-resourced teaching contexts. However, an upcoming book edited by Elizabeth Erling and John Clegg aims to challenge this perception, and the editors of the book are keen to receive your proposals exploring aspects of multilingual education in low-resource settings.