Theresa Austin – författare

For any pre- or in-service mainstream teacher learning how to teach the English Language Learners or world language students in their classrooms—or those who simply want to get better at it—here is an interactive approach that’s packed with engaging features, opportunities for reflection, important new ideas and suggestions, and a number of ways to better connect to professional development standards like the Common Core Standards and WIDA.  Content-Based Second Language Teaching and Learning gives readers opportunities to interact with the material; reflect and consult with colleagues, partners, and classrooms; revisit their responses; and get assistance from accompanying PowerPoint presentations online that focus on the key concepts of each chapter. Packed with practical, how-to ideas and techniques culled from two critical fields of study—psycholinguistics and socio-cultural—it offers today’s teachers more methodological approaches to teaching in ESL settings than virtually any other book on the market.

Since the Advances in CALL Research and Practice book series was launched in 2016, the field of computer-assisted language learning (CALL) has seen rapid pedagogical developments, as learners across all grade levels have benefited from online learning. During the recent COVID pandemic, abrupt and extensive migrations to emergency online teaching exposed social trauma, isolation, and inequities emerging with CALL. While teachers and learners with access to computer-based technologies will continue to use them extensively to support language learning moving forward, the need to recast CALL as a humanitarian project which amplifies diversity, equity, inclusion, and access (DEIA) seems greater now than ever before.This volume reimagines CALL as a vehicle for elevating the DEIA practices of language teachers and their students. It proposes that interinstitutional partnerships (i.e., those that involve knowledge and resource sharing across more than one institution) and transnational collaborations (i.e., those that include stakeholders located across national borders) are crucial for this purpose. It highlights a variety of CALL projects that have been collaboratively developed by stakeholders who are located at different institutions across the world, working with different languages. While the featured projects have varied aims–including curriculum development, virtual exchange, software development, and teacher professional development–collectively they advance our understanding of the ways that CALL and accessibility (DEIA) are purposefully and inextricably linked.

This volume examines ethical tensions in multilingual education by centering personal narratives from educators, and researchers across diverse contexts. It invites the reader to question whose voices are heard or silenced, how power is negotiated or ignored, and who is included or excluded in language learning spaces. Uniquely grounded in lived experiences, the book offers a rare window into the everyday ethical dilemmas of language education and encourages readers to critically reflect on justice, agency, and responsibility. It is an essential resource for educators, researchers, and policymakers committed to equity and ethical professional development.

This volume examines ethical tensions in multilingual education by centering personal narratives from educators, and researchers across diverse contexts. It invites the reader to question whose voices are heard or silenced, how power is negotiated or ignored, and who is included or excluded in language learning spaces. Uniquely grounded in lived experiences, the book offers a rare window into the everyday ethical dilemmas of language education and encourages readers to critically reflect on justice, agency, and responsibility. It is an essential resource for educators, researchers, and policymakers committed to equity and ethical professional development.