Channels Reviewing English teacher education and challenging context in India: A multilingual turn in Continuous Professional Development activities
Challenges and Opportunities of Teaching in Multilingual and Multicultural Education Contexts in Namibia
Translanguaging as a responsive pedagogy for enhancing reading comprehension in bi/multilingual classroom contexts
Professional competency of secondary school English language teachers in Southern Ethiopia Region: Pedagogical content knowledge and oral proficiency
Improving early grade reading for multilingual learners in English-medium classrooms: Evidence from the QondaRead programme in under-resourced schools in Makhanda, Eastern Cape
The Education of English Teachers in the Ethiopian Higher Education: The Missing Ingredients
A COLLABORATIVE OR DISPUTED SPACE? TEACHER UNIONS AND THE PROFESSIONALIZATION OF SCHOOL LEADERSHIP
Exploring Middle-Level Science Teachers’ Perceptions of Inquiry-Based Practical Activities in Addis Ababa: Addressing Challenges and Harnessing Opportunities
Academic professional development: A reflexive account of informal mentorship in a transformative context
Fostering Inclusive Education through Multilingualism: Towards more Equitable Education?
Towards a Decolonial Approach to Academic Writing in South African Multilingual Universities
Early Grade Teachers’ Implementation of Phonics-based Literacy Instruction for Reading Skills Development: Do Teachers’ Professional Experiences Make a difference?
Teacher educators’ conceptions, practices, and challenges of assessment orientation in colleges of teacher education in the Amhara Region, Ethiopia
Exploring student teachers’ professional development during teaching practice in an ODeL college in South Africa
Impact of In-Service Teacher Training (INSET) on Navigating Opportunities and Challenges in Contemporary Classrooms: A Systematic Literature Review
Multilingualism and transformation in South African higher education language policy framework: A Bacchian analysis
Informed by social justice? Fairness and inclusion in the Primary Teacher Education (PrimTEd) English language test item development
Bridging the gap in teaching comprehension in English as First Additional Language in two Phases, Grade 3 and Grade 4 teachers’ perspective
Teachers’ perspectives of the reading comprehension challenges and instructional strategies they use for Grade 8 EFAL learners
Digital World Englishes, by Patricia Friedrich
Government Secondary School Teachers’ Preferred and Perceived Leadership Styles, Professional Commitment, Retention and Job Satisfaction in Addis Ababa, Ethiopia: The Path-Goal Theory in Focus
When context and education system are at risk: Teachers’ relationship perceptions and well-being during a South African banking time intervention
Heads of Department challenges: Supervision of Social Sciences teachers in map work teaching and learning in uMgungundlovu District, KwaZulu-Natal
Building trust in open educational resources for multiliteracies in English and Applied Linguistics
The trend of investigating teachers' pedagogical knowledge in Ethiopian education: A narrative review study
