Most English teacher training programs include a component related to grammar teaching. This paper describes a loop-input approach to pedagogical grammar instruction. The approach is briefly explained and justified, and examples of experiential classroom tasks are provided. Read More

Recently, a workshop meant to introduce new teaching techniques to instructors motivated Daniel Clausen to consider age-old questions of teacher training: How do we get coworkers to try new techniques? How do we move institutions with ingrained practices forward? And how hard should we push for change? This article provides some tentative answers and impetus for further inquiry. Read More

Classroom observation has long been regarded as an important procedure for teacher development in the English language-teaching field. However, many language teachers find classroom observation stressful and threatening rather than as an opportunity for professional development. This article highlights two models of classroom observation for the specific purpose of teacher development—top-down classroom observation and collegial observation—and argues that collegial observation has the most potential for facilitating teacher professional development. Read More

This article describes a 3-week study abroad program in the Dominican Republic for preservice teachers at New York University to address cultural diversity in teacher education. The program seeks to deepen teachers’ understanding of their students’ cultures, develop empathy toward language learning, and promote culturally responsive pedagogy. Read More

Both online learning and flipped learning have gained in popularity in recent years, but fusing the two is rare. The authors discuss online flipped teacher education and present a unique instructional model: the synchronous online flipped learning approach (SOFLA) with an embedded peer instruction in-flipcomponent. Read More

In Ecuador, English has been a government-mandated primary school subject since 2016. Despite a lack of resources in many geographical areas, teachers in all educational institutions have a textbook that contain a variety of photographs, drawings, and illustrations. This article proposes a way for teachers to improve students’ writing by using these visuals and other at-hand resources with no extra cost or investment. Read More

In the 2013 edited volume Teacher Education for Social Justice: Perspectives and Lessons Learned, de Oliveira brings together a variety of scholars to address the theoretical conceptualization and practical implementation of social justice concerns in teacher education. Read More