This book presents an up-to-date account of current English-language English teaching and General Studies practices in the UAE. The chapters, written by leading language teacher educators, feature theoretical and empirical aspects of teaching, learning, assessment as well as related research. Throughout the book, the link between theory and practice is highlighted and exemplified. This reader-friendly book is suitable for undergraduate and graduate students, teachers, researchers and administrators of English language and general studies programs in the UAE and beyond who wish to keep abreast of recent developments in the field.

This open access book examines the teaching and learning of English for employability in Vietnamese higher education. Its content is framed within one country to better examine the research issues within the influence of contextual factors. This book investigates how English can contribute to the development of students' employability capitals, particularly in the aspects of human capital, social capital, cultural capital, identity capital, and psychological capital. It presents employers' and employees’ perspectives of how and why English is increasingly important for career development. This book is a collection of discussions and viewpoints from teachers, students, and other stakeholders like employers, graduates, and course coordinators on current practices and their proposed improvements to prepare students for their future education, work and life. Based on empirical evidence, this book calls for repositioning English language education within the employability agenda to elevate its status and increase stakeholders' engagement. This book contributes to current debates on advancing the effectiveness of English language education in non-English speaking countries, as a response to internationalization and globalization.

This edited volume presents an inter- and multidisciplinary approach towards language teacher education, confronting the issues that have continued to pervade the field for the last two decades. Featuring contributions from researchers and teacher educators located within a truly international spread of countries – Mexico, Palestine, Tunisia, Cyprus, and Kuwait to name a few – chapters adopt an ecologically glocalised approach to understand how English language teaching is theorised and practised in different educational contexts across the world. Research gathered from interviews, meta-analysis, and international case studies is showcased as chapters consider both pedagogical and online issues within, as well as critical approaches to, language teacher education. Professional development and evaluation programmes across different educational contexts are discussed in-depth along with guidance and insights for the future of the field. The book will be of interest to scholars, researchers, and postgraduate students working in the fields of English language teacher education, TESOL, applied linguistics, continuing professional development.

This volume contains a selection of articles that were originally presented at the Applied Linguistics and Language Teaching International Conference and Exhibition (ALLT 2022), held at Zayed University, Dubai, United Arab Emirates, in March 2022. The articles in this volume represent the diverse backgrounds, experiences, and research interests of the ALLT presenters. They cover a range of theoretical, empirical, and pedagogical practices with a strong emphasis on language teaching. While most of the papers focus on English language, the findings and lessons are applicable to the teaching of any language. This makes the volume an invaluable resource, addressing important aspects of contemporary research topics and the pedagogy of language teaching.

During the last few years, teachers across cultures have faced a lot of unprecedented demands in developing their methods in instruction. Population mobility, unstable labour market and globalisation change society around us rapidly. In addition, education per se is constantly changing, and redefining and modifying learning and teaching environments are an ongoing process. For example, modern educational psychology, including positive psychology movements emphasizing collaborative knowledge creation, calls teachers to facilitate their students’ learning and wellbeing and to create a positive learning environment instead of using traditional frontal teaching and other teacher-centered methods. Digital revolution has challenged teachers to adapt new educational settings and to update their pedagogical approaches into more use of digital solutions. Indeed, the COVID-19 pandemic propelled the teachers to offer new optimal learning experiences.

The quality of school leadership has a big impact on improvement and inspection outcomes. Good school leaders ensure that their teachers have the resources they need to be successful. They also create a positive culture where teachers feel supported and appreciated. This leads to better morale and higher retention rates. Additionally, good school leaders can effectively communicate the school's vision to all stakeholders. This ensures that everyone is on the same page and working towards the same goals. Restructuring Leadership for School Improvement and Reform investigates cooperation, staff development, resource supply, vision transparency, workplace stress management, and professional development for school leaders as methods for creating a healthy school culture. This premier reference source is ideal for administrators, instructional designers, researchers, academicians, scholars, practitioners, instructors, and students.