Lee McCallum is a Lecturer in Academic Writing at the Centre for Academic Writing and ASPiRE Research Fellow in the Centre for Art, Memory and Communities at Coventry University in the UK. She holds an M.Sc. in TESOL and Applied Linguistics from the University of Stirling and an Ed. D in TESOL from the University of Exeter. She is also a Fellow of the Higher Education Academy in the UK. She has held teaching and research posts in Spain, Saudi Arabia, China, the USA and the UK. Her research focuses on exploring the production and assessment of academic written language in learner and professional writing. Her work has been published by Cambridge University Press, Palgrave Macmillan, Springer and Routledge. She has also contributed widely to international and local journals and serves as a peer reviewer for journals such as Assessing Writing, Language Assessment Quarterly, System, English for Specific Purposes and Teaching English with Technology.

“One of the most impacting aspects of this book is its diversity. … A mixture of theoretical and applied methodologies are featured, and each chapter offers a new and useful contribution. Accordingly, given its quality, content, and scope, the appeal of this edited volume certainly extends well beyond researchers and practitioners in the domain of English Language Teaching. Indeed, those with wider interests in multilingualism and language policy will surely also find relevant and insightful information … .” (Antony Hoyte-West, English Studies at NBU, Vol. 8 (2), 2022)

• English Language Teaching in the EU: An introduction.- Teaching and Learning English in the European Union: A Research Review.- Current Perspectives in the Multilingual EFL Classroom: A Portuguese Case Study.- Language Planning, Linguistic Imperialism, and English Language Teacher Education in Post-Soviet Poland: A Literature Review.- Mother Tongue Support as a Scaffold to English Language Proficiency: An Ideological Analysis of a Belgian International School’s Language Policy.- “British English” or “American English”? Investigating Austrian English Language Students’ Choice of a Model Accent.- How Discourses Shape Teacher Identity: Evidence from EFL Teachers in Spain. Lee.- Benefits and Challenges of Learning and Teaching English: The Case of Student Teachers in France.- How Do ADHD-type Behaviours Affect Language Learning? Voices of In-service EFL Teachers in Poland.- Building Young Learners’ Plurilingual and Pluricultural Repertoire: An Analysis of EFL Textbooks’ Speaking Activities.- Supplementing Reading in EFL at Primary School Level in the Czech Republic.

Lee McCallum is a Lecturer in Academic Writing at the Centre for Academic Writing and ASPiRE Research Fellow in the Centre for Art, Memory and Communities at Coventry University in the UK. She holds an M.Sc. in TESOL and Applied Linguistics from the University of Stirling and an Ed. D in TESOL from the University of Exeter. She is also a Fellow of the Higher Education Academy in the UK. She has held teaching and research posts in Spain, Saudi Arabia, China, the USA and the UK. Her research focuses on exploring the production and assessment of academic written language in learner and professional writing. Her work has been published by Cambridge University Press, Palgrave Macmillan, Springer and Routledge. She has also contributed widely to international and local journals and serves as a peer reviewer for journals such as Assessing Writing, Language Assessment Quarterly, System, English for Specific Purposes and Teaching English with Technology.

“One of the most impacting aspects of this book is its diversity. … A mixture of theoretical and applied methodologies are featured, and each chapter offers a new and useful contribution. Accordingly, given its quality, content, and scope, the appeal of this edited volume certainly extends well beyond researchers and practitioners in the domain of English Language Teaching. Indeed, those with wider interests in multilingualism and language policy will surely also find relevant and insightful information … .” (Antony Hoyte-West, English Studies at NBU, Vol. 8 (2), 2022)

• English Language Teaching in the EU: An introduction.- Teaching and Learning English in the European Union: A Research Review.- Current Perspectives in the Multilingual EFL Classroom: A Portuguese Case Study.- Language Planning, Linguistic Imperialism, and English Language Teacher Education in Post-Soviet Poland: A Literature Review.- Mother Tongue Support as a Scaffold to English Language Proficiency: An Ideological Analysis of a Belgian International School’s Language Policy.- “British English” or “American English”? Investigating Austrian English Language Students’ Choice of a Model Accent.- How Discourses Shape Teacher Identity: Evidence from EFL Teachers in Spain. Lee.- Benefits and Challenges of Learning and Teaching English: The Case of Student Teachers in France.- How Do ADHD-type Behaviours Affect Language Learning? Voices of In-service EFL Teachers in Poland.- Building Young Learners’ Plurilingual and Pluricultural Repertoire: An Analysis of EFL Textbooks’ Speaking Activities.- Supplementing Reading in EFL at Primary School Level in the Czech Republic.

Lee McCallum is a Lecturer in Academic Writing at the Centre for Academic Writing and ASPiRE Research Fellow in the Centre for Art, Memory and Communities at Coventry University in the UK. She holds an M.Sc. in TESOL and Applied Linguistics from the University of Stirling and an Ed. D in TESOL from the University of Exeter. She is also a Fellow of the Higher Education Academy in the UK. She has held teaching and research posts in Spain, Saudi Arabia, China, the USA and the UK. Her research focuses on exploring the production and assessment of academic written language in learner and professional writing. Her work has been published by Cambridge University Press, Palgrave Macmillan, Springer and Routledge. She has also contributed widely to international and local journals and serves as a peer reviewer for journals such as Assessing Writing, Language Assessment Quarterly, System, English for Specific Purposes and Teaching English with Technology.

“One of the most impacting aspects of this book is its diversity. … A mixture of theoretical and applied methodologies are featured, and each chapter offers a new and useful contribution. Accordingly, given its quality, content, and scope, the appeal of this edited volume certainly extends well beyond researchers and practitioners in the domain of English Language Teaching. Indeed, those with wider interests in multilingualism and language policy will surely also find relevant and insightful information … .” (Antony Hoyte-West, English Studies at NBU, Vol. 8 (2), 2022)

• English Language Teaching in the EU: An introduction.- Teaching and Learning English in the European Union: A Research Review.- Current Perspectives in the Multilingual EFL Classroom: A Portuguese Case Study.- Language Planning, Linguistic Imperialism, and English Language Teacher Education in Post-Soviet Poland: A Literature Review.- Mother Tongue Support as a Scaffold to English Language Proficiency: An Ideological Analysis of a Belgian International School’s Language Policy.- “British English” or “American English”? Investigating Austrian English Language Students’ Choice of a Model Accent.- How Discourses Shape Teacher Identity: Evidence from EFL Teachers in Spain. Lee.- Benefits and Challenges of Learning and Teaching English: The Case of Student Teachers in France.- How Do ADHD-type Behaviours Affect Language Learning? Voices of In-service EFL Teachers in Poland.- Building Young Learners’ Plurilingual and Pluricultural Repertoire: An Analysis of EFL Textbooks’ Speaking Activities.- Supplementing Reading in EFL at Primary School Level in the Czech Republic.