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Using activity theory, an offshoot of sociocultural theory, we examined how a group of preservice teachers (PSTs) of English in Chile learnt to design language teaching materials. Data from PSTs, teacher educators, and mentoring teachers shows how the conceptual tool of “teaching English as teaching the textbook” is appropriated by a group of PSTs and how their development of teacher agency is undermined...
Whilst the scholarship into language teaching materials and into language teacher education has gained considerable vitality since the mid‐90s, the intersection of both fields has remained largely disconnected from one another from a research perspective. Bridging this gap, this study explores how a group of Chilean preservice teachers of English learn to design language teaching materials towards...
The native speaker still has a privileged position in English language teaching, representing both the model speaker and the ideal teacher. Non-native-speaker teachers of English are often perceived as having a lower status than their native-speaking counterparts, and have been shown to face discriminatory attitudes when applying for teaching jobs. To date, research into the employment of non-native-speaker...
This paper reports on a study of computer-mediated communication within the context of a distance MA in TEFL programme which used an e-mail discussion list and then a discussion board. The study focused on the computer/Internet access and skills of the target population and their CMC needs and wants. Data were collected from 63 questionnaires and 6 in-depth interviews with students. Findings indicate...
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