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The proponents of translanguaging are often not aware of the history of code-switching research and the relevance of this research for a range of the claims they make, for example on the issue of the separability of systems. While it is understandable that new paradigms try to emphasize how different they are from others, we cannot see why and how a new approach is different from previous ones unless a fair presentation is given of the position of others and detailed evidence is provided of the claims that are being made. In this rebuttal I show that the translanguaging literature owes a lot to the literature on code-switching, and that the translanguaging practices as found in the instructions to teachers look very similar to examples of code-switching as found in the extensive academic literature. In addition, many of the recommendations for pedagogical practice are not as novel as the proponents of translanguaging would like us to believe: many teachers when they hear about translanguaging say that they have been doing it for years but haven't had a name for it. It is time for the translanguaging papers to now recognize that the translanguaging agenda developed out of the ideas of other excellent researchers in bilingualism. [ABSTRACT FROM AUTHOR]

This cross-sectional study attempts to investigate the impacts of linguistic landscape (LL) tasks on EFL teacher candidates' understanding of English in local and global contexts. To this end, three cohorts of student teachers carried out LL fieldwork, uploaded images of English signage to an LL application, Lingscape, and submitted a mini research paper on the use of Englishes. They also wrote a reflective journal featuring a discussion of their experiences. Qualitative content analysis was utilized to interpret the data for the purpose of illustrating major themes emerging from the data. The findings highlighted a heightened awareness among student teachers towards locating and reflecting on Englishes in everyday contexts, an improved understanding of English as a lingua franca and Global Englishes, and their intentions to adopt Global-Englishes-oriented language teaching practices in the future. The study concludes by discussing the implications of this approach, and calls for a wider inclusion of LL-centred tasks in EFL teacher education curricula. [ABSTRACT FROM AUTHOR]

The paper explores the impact of the growth in English medium instruction (EMI) on the field of ELT. Increasing studies report students' language-related challenges and linguistic preparedness to be major barriers to successful implementation of EMI. These challenges, which have accompanied an unfettered growth in EMI provision, impact on practitioners and students and highlight the role of ELT practitioners in providing language support. This paper outlines how EMI is changing the role of ELT practitioners in the internationalized and 'Englishized' higher education sector, who increasingly teach on EAP programmes. EMI research is in a relative stage of infancy, yet a growing body of evidence highlights the importance of academic and language support. Drawing on evidence from recent research, we explore the integral role that ELT instructors have in helping students with their content learning, and make suggestions to facilitate greater integration of ELT within EMI contexts. [ABSTRACT FROM AUTHOR]

This paper helps to address the need for improvement related to the teaching of pragmatic abilities in the ELT classroom. Some of the issues surrounding direct pragmatic instruction are discussed with regard to teachers' and learners' roles and expectations. The paper is part of an ongoing research project that practically applies key components of Grice's maxims and the use of speech acts for consciousness raising and instruction. The authors promote a pragmatic continuum that encourages learners to assess and reflect on their pragmatic abilities. Examples are given to demonstrate its utility for instructors at a variety of levels to enhance learners' spoken pragmatic ability. [ABSTRACT FROM AUTHOR]

English language as a compulsory component of primary state school curricula is a growing phenomenon around the world. One of the challenges of this lies in training the vast numbers of teachers required. To date there has been little consideration of how those tasked with facilitating the professional development of primary English language teachers might be supported and the kind of knowledge, skills, and understanding they might need. This paper explores the experiences of primary teachers and university lecturers learning to become in-service teacher educators in the context of primary ELT curriculum change in Vietnam. The findings provide insights into the participants' understanding of primary English language teaching and learning and the new curriculum, their awareness of the classroom contexts in which primary teachers work, and their ability to support teachers in implementing the innovation. The implications of this beyond the context of the study are highlighted. [ABSTRACT FROM AUTHOR]