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Student engagement in higher education has been a topic of discussion for decades, as student engagement directly indexes student retention, achievement, and career development. While previous research emphasizes the importance of effective teaching practices to increase student engagement in higher education, faculty and staff report institutional and professional challenges to increase interactions with students. This study highlights cases of successful teacher-student relationships that engendered positive student emotions and advanced student engagement in higher education settings. Using the thank-you note messages provided by students in a Thank-a-Teacher initiative, data were analyzed qualitatively through the theoretical principles of humanizing pedagogy (del Carmen Salazar, 2013). The findings indicate that the enactment of humanizing pedagogy through conveying emotions and forming positive teacher-student relationships made a meaningful impact on student motivation, engagement, and growth. Implications for the transformation and liberation of higher education through affect-driven pedagogy are discussed.

This exploratory study attempts to understand how bilingual instruction can be incorporated effectively in a non-English speaking higher education context by examining the effectiveness of bilingual Korean instruction for Chinese international students at a South Korean university. Using quantitative and qualitative data sources consisting of an end-of-semester survey (n = 42) and individual in-depth interviews (n = 6), descriptive statistical analysis of the survey, and thematic analysis of qualitative data presents three major findings. First, bilingual instruction for Korean language learners facilitated dynamic social interactions. Second, Korean-Chinese bilingual instruction facilitated learners' emotional engagement in language learning. Third, Korean instructors' use of bilingual approaches for grammar instruction, sentence semantic descriptions, and error corrections benefited learners' language acquisition and overall academic skills development. Fourth, while Korean language learners were generally satisfied with bilingual instruction, some evaluative feedback challenges the deeply rooted monolingual norms and principles. Finally, recommendations and implications are provided for effective bilingual and translanguaging pedagogic approaches in Korean higher education contexts.

As global migration and transnational mobility have increased steadily in the recent few decades, interests in equity-based theories and pedagogies have intensified to respond to racially and linguistically diverse student needs in today's classrooms. Raciolinguistic ideology is a theoretical framework challenging monoglossic language ideologies and the 'White gaze' that privileges White speaking and listening subjects (Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. "Harvard Educational Review," 85(2), 149-171. https://doi.org/10.17763/0017-8055.85.2.149). While raciolinguistic ideologies aim to critically examine the idealized monolingualism, the framework is typically adopted to analyze racial realities in Western or European educational contexts. In this study, we intend to (re)imagine raciolinguistic ideologies situated in non-Western educational contexts by examining language-in-education policies in Turkey and South Korea. Using raciolinguistic ideologies and Kaplan and Baldauf's (Kaplan, R. B., & Baldauf, R. B., Jr. (2005). Language-in-education policy and planning. In E. Hinkel (Ed.), "Handbook of research in second language teaching and learning" (pp. 1013-1034). Lawrence Erlbaum) language-in-education planning framework as our analytical lenses, we interrogate raciolinguistic ideologies manifested through language-in-education policy and planning in Turkey and South Korea, where transnational mobility and diversity are drastically increasing to shape language education. The analyses suggest broadening the definition and viewpoint of race to understand space-specific and localized interpretations of raciolinguistic ideologies while dismantling new contemporary racism in non-Western educational contexts. Recommendations and implications for future critical examinations of racial regimes and educational policies are discussed.

The internationalization of teacher education has impacted the curriculum and contexts of teacher preparation in the United States (U.S.). While an increasing number of studies explore the effectiveness of international practicums where teacher candidates from U.S.-based teacher education programs immerse into different cultural and linguistic experiences, studies investigating teacher educators' perspectives in the context of preparing international teacher candidates (ITCs) in U.S.-based teacher education programs are scarce. This self-study research explores how a teacher educator negotiates and responds to the internationalization of teacher education, particularly to the learning-to-teach process of ITCs. This qualitative research uses a self-study methodology to explore challenges and culturally responsive practices while working with ITCs' diverse backgrounds, knowledge, and motivation. Data were collected over three academic semesters, including memos and notes, teaching journals, and lesson plans. Findings emphasize the importance of shifting perspectives and practices to meet ITCs' academic, cultural, and linguistic needs. Implications for self-study research and teacher education programs promoting the internationalization of teacher education are discussed.

Given the national and global demographic trends, diversity, equity, and inclusion (DEI) are topics of discussion in U.S. higher education institutions. Most post-secondary institutions include DEI initiatives and mission statements, including implementing inclusive frameworks and approaches. These approaches include universal design for learning (UDL), inclusive pedagogy, or multicultural education. The UDL approach and inclusive teaching practices allow university faculty and staff to teach with a structural design that could accommodate diverse learning needs and provide the additional support or differentiation needed for vulnerable or marginalized students. In this study, we infused DEI-focused inclusive pedagogy into faculty professional development (PD) programs such as workshops, events, courses, and additional resources. Qualitative data from the follow-up survey demonstrated the instructors' positive attitudes and adoption of inclusive teaching practices reflecting UDL principles. The findings of this study indicate practical implications for instructional design and the development of faculty PD programs in higher education. [ABSTRACT FROM AUTHOR]

This study explores international graduate students' experiences of content-language integrated learning (CLIL) at a university in Korea. This study focuses on a course that allows international students to simultaneously learn the Korean language and content knowledge. Korean as a medium of instruction (KMI) was applied to 16 international graduate students in two graduate courses during the 2021 Fall semester. The survey examines the perception and satisfaction of students' experiences in the KMI classes. Among survey participants, interview applicants were selected for in-depth interviews. Study results showed that international graduate students developed content knowledge through KMI classes. They also improved their Korean language ability. Overall, international students were generally satisfied with KMI classes. However, it is difficult for international students to dramatically enhance their Korean academic proficiency within one semester. Recommendations are provided on effectively conducting CLIL classes, such as KMI for international students in higher education. [ABSTRACT FROM AUTHOR]

The increase of English language learners (ELLs) in the United States of America (USA) public school classrooms and the diversification of the global education landscape urges initial teacher preparation programs to equip mainstream teachers with appropriate skills, knowledge, and dispositions to teach ELLs. This paper reports findings from a focus group study on elementary teacher candidates' (TCs') field experiences with ELLs. Based on interviews with four groups of TCs who completed their two practicums with ELLs, the study illustrates how mainstream TCs perceive their field experiences as future teachers of ELLs. The findings suggest that TCs recognize dissonances and develop care toward ELLs through their engagements in ELL-specific field experiences. The study also demonstrates how the recognition of dissonances led to changes in TCs' beliefs and values, which was observed through their imagination. Informed by their field experiences with ELLs, TCs began forming professional agency as future teachers by imagining specific teaching strategies, methods, and approaches they would like to implement with ELLs. Implications and future directions of teacher education programs are also discussed. [ABSTRACT FROM AUTHOR]