Beyond Conventional Borders of Second Language Teachers’ Education: A Digital, Interdisciplinary, and Critical Postgraduate Curriculum

The present article enumerated and discussed some principles of Critical Language Pedagogy (CLP) through literature review. CLP is defined in this paper as an approach to language pedagogy where language teaching is a tool for developing learners who are (1) critically aware of social problems that emanate from oppression and injustice; and, (2) able to argue for solutions and counter-argue, hence triggering critical discourse in the classroom. There are six principles that were derived through literature review. These principles include: (1) Critical language pedagogy is a political process; (2) Critical language pedagogy is student-centered; (3) Critical language pedagogy makes classes as democratic public spheres, (4) Critical language pedagogy is highly dialogical, (5) Critical language pedagogy employs emancipatory authority, and (6) Critical language pedagogy is aimed at social transformation.

Internet studies researchers have shown that Black participants on social media platforms often drive the development and culture of these platforms through dynamic production, analysis, and critique of race-related digital media. However, little education research has been done on how adolescents in general – including Black adolescents – learn the skills involved in these activities. Through analyzing data from the nationally representative National Survey of Critical Digital Literacy, this 7-day daily diary study found that Black and Latinx youth reported significantly higher daily frequencies of practicing critical race digital literacy skills than their White counterparts. Enactment of these skills also varied by day of the week and was reported more on weekdays than on weekends. These findings show that Black adolescents have practices of critical digital literacy skills they can build upon, and suggest White adolescents need additional support in developing these skills.

This article examines the ways in which transcultural and digital literacy skills may be enhanced by telecollaboration, a model of virtual exchange (VE). After an overview of the literature on telecollaboration in language teacher education with a focus on digital literacy, it considers the potential of critical digital literacy development through VE. In particular, it argues for the relevance of critical digital literacy in relation to the characteristics of the twenty-first-century graduate, and the potential of the telecollaborative model of VE to develop skills to this effect in language teachers and subsequently their students. The EVALUATE project is presented, including its rationale and the methods used for data gathering and analysis, followed by the presentation and discussion of the main project findings in terms of the participants’ digital pedagogical competence development and evidence of emerging critical digital literacy. Finally, it offers some concluding remarks and points at gaps that remain to be addressed, if we want to draw maximum benefit from VE for promoting a critical and informed approach to the use of technologies first in language teachers and teacher trainees and thereafter also in their students.

The Douglas Fir Group Framework as a Resource Map for Language Teacher Education

This study aims to evaluate the digital literacy skills of students in science learning at SMP Islamiyah Ciawi, using the digital literacy indicators proposed by Gilster (1997). The method used is descriptive, with a population of 198 students and a sample of 122 students. Data were collected through a questionnaire with 35 statements related to four indicators: information search ability, navigation in hypertext networks, content evaluation, and the ability to organize and integrate knowledge. The results show that students' digital literacy skills are at a moderate level, with an average score of 40.9%. The findings indicate that students' digital literacy skills in science learning need improvement. Enhancing digital literacy skills is essential to ensure that students can not only access information easily but also critically analyze and use that information effectively in the learning process. Therefore, technology-based learning should be optimized in science education to strengthen critical thinking and digital literacy skills. One approach is to apply innovative teaching strategies, such as the use of interactive media and project-based learning. By integrating technology into the learning process, it is crucial to prepare students for the challenges of the rapidly evolving digital world. ABSTRAKPenelitian ini bertujuan untuk mengevaluasi keterampilan literasi digital peserta didik dalam pembelajaran IPA di SMP Islamiyah Ciawi, dengan menggunakan indikator literasi digital yang dikemukakan oleh Gilster (1997). Metode yang digunakan adalah deskriptif dengan populasi sebanyak 198 peserta didik, dan sampel peserta yang berjumlah 122 peserta didik. Data diperoleh melalui angket dengan 35 pernyataan terkait empat indikator, yaitu kemampuan pencarian informasi, navigasi pada jringan hiperteks, evaluasi konten, dan kemampuan menyusun serta mengintegrasikan pengetahuan. Hasil penelitian menunjukkan bahwa keterampilan literasi peserta didik berada pada kategori cukup, dengan skor rata-rata 40,9%. Hasil penelitian menunjukkan bahwa keterampilan literasi digital peserta didik dalam pembelajaran IPA masih perlu ditingkatkan. Peningkatan keterampilan literasi digital sangat penting dalam dilakukan agar peserta didik tidak hanya mampu mengakses informasi dengan mudah, tetapi mampu memilah, menganalisis, dan menggunakan informasi tersebut dengan baik dalam proses pembelajaran. Untuk itu, pembelajaran berbasis teknologi perlu lebih dioptimalkan dalam proses pembelajaran IPA di sekolah agar dapat memperkuat keterampilan berpikir kritis dan keterampilan literasi digital peserta didik. Salah satunya dengan menerapkan strategi pembelajaran yang inovatif, seperti penggunaan media interaktif dan pendekatan berbasis proyek. Dengan demikian, mengintegrasikan teknologi dalam proses pembelajaran sangat penting untuk mempersiapkan peserta didik menghadapi tantangan dunia digital yang terus berkembang.

The COVID-19 pandemic highlighted the importance of and the need for critical digital literacy for teachers in Turkey. Critical digital literacy, by its definition, demands more than operational and technical skills. It includes skills to deepen research, critically interact online, and carefully evaluate information in the digital world. The case study focuses on a project called “Empowering teachers with critical digital literacy skills”. The project has been carried out in Turkey, in collaboration with Teyit, a not-for-profit independent fact-checking organisation, and Teacher’s Network, which aims at teacher empowerment. The project was run directly with the input of 39 K-12 teachers from 19 different urban and rural cities with various professional experiences, who taught in various branches and worked at private and public schools in Turkey. It aimed at critical digital literacy empowerment through three levels; empowerment through asynchronous and synchronous learning experiences; empowerment through peer-engagement and co-creation; and empowerment through application and action. This chapter examines how equipping teachers with critical digital literacy skills can mobilise them to drive change in educational settings during the pandemic.

Although teacher professional identity has been much discussed and reported in teacher education and language education, little empirical evidence addresses how language teachers construct their professional identities as legitimate English practitioners as they have witnessed and encountered the increasingly important role of English as a global lingua franca. To fill this void, this article reports on a narrative case study that investigates how Chinese language teachers construct and negotiate their professional identities as legitimate English practitioners. Drawing on identity theory, the article showcases how a group of Chinese English teachers challenged the ideology of native-speakerism as they were routinely engaged in the construction of what it means to become legitimate English teachers. The implication of this study calls for the inclusion of Global Englishes and critical language pedagogy in language teacher education.

This qualitative study explores pre-service language teachers’ experiences in a collaborative synchronous online course in language teacher education program in Turkey. A course was designed to equip pre-service language teachers of English with the skills and knowledge necessary to effectively incorporate technology into their teaching and self-learning practices. Adopting a generic qualitative inquiry design, data were collected over 14 weeks from 63 pre-service EFL teachers through weekly reflection papers, online surveys, and face-to-face follow-up semi-structured interviews. The study found that technology-enhanced collaborative online course had a positive influence on participants’ engagement, interaction, and professional development with participants perceiving the course experience positively. The findings suggest that collaborative online courses, when they are effectively taught, can be a valuable professional development opportunity in initial language teacher education programs.

Background/Context Among the children of immigrants, one of the populations placed at greatest risk of not finishing high school are the children of migrant farmworkers. Although it is difficult to track graduation rates for migrant students because of their mobility, the U.S. Department of Education estimates that only half of all migrant children finish high school. These children face many of the same obstacles as children of immigrants whose families must cope with severe economic hardships, but they also must deal with additional challenges associated with their families’ migratory lifestyles and living situations. Purpose This article offers some background on the barriers that migrant youth face in school; describes the services provided to these young people by the federally funded Migrant Education Program, focusing on the authors’ research on the role of migrant education resource teachers; and discusses the implications of study findings and related research for improving educational opportunities for low-income children of immigrants. Research Design Findings are drawn from 4 years of ethnographic research in one Northern California high school, where 80% of the Mexican-descent migrant students in the Class of 2002 completed 12th grade, and from a set of comparative interviews carried out with migrant education resource teachers in four additional high schools. The analysis centers on the nature of the relationships that develop between migrant students and migrant teachers, including the teachers’ multiple roles as mentors, counselors, advocates, and role models, and on the kinds of support provided to students that help them navigate successfully through high school. Conclusions/Recommendations Study findings suggest that the migrant students’ school persistence and academic success were due at least in part to the supplemental services they received from the Migrant Education Program and, in particular, to the support provided to them by the migrant resource teachers. A key to the teachers’ effectiveness was the holistic nature of their relationships with students and their ability to connect students with the resources and networks needed for school success. In addition, the migrant teachers’ own identities as academically successful Mexican Americans, many of them the children of migrant farmworkers, increased their ability to serve as role models and to help students build bridges between their multiple worlds. Findings support many of those reported in the literature on successful college outreach programs. Unlike these programs, the Migrant Education Program is not selective; it serves all eligible students. Sometimes you're a teacher, sometimes you're a counselor, sometimes you're a social worker, sometimes you're a health consultant. It's so rewarding and the beauty of this job. — Migrant education resource teacher They are like the symbol that you can do it, too. When I see them, I think: “They did it. Why can't I do it?” — Migrant student

Introduction. Globalization processes, which have developed rapidly in recent decades, are observed in all spheres of social life without exception. The opening of borders, digitalization, the development of a knowledge-based economy, and deepening economic polarization of the countries of the world have intensified such a form of international relations as educational migration. Students increasingly choose foreign educational institutions to acquire new competencies or obtain a higher education diploma. Global political and economic turbulence significantly affects student migration, creates a new system of factors and increases the challenges for educational migrants from poor countries.Purpose of the article. The purpose of the study is to determine the current trend of international migration of students from developing countries.Research methods. To achieve the goal of the article, a number of general scientific approaches and methods were used: analysis and synthesis, deduction and induction, comparison, structural-logical method, as well as special and empirical methods - scientific abstraction, elements of SWOT and comparative analysis.Results. Educational migration and international academic mobility of students are essentially close, mostly identical concepts. However, the migration of students can occur under the influence of a slightly different system of factors (exogenous and endogenous, global and national), because it involves not only studying in foreign higher education institutions, but also going abroad, finding a place of work and permanent residence. The article emphasizes that among the motivating factors, it is the improvement of the future material situation thanks to receiving a quality education at a prestigious university that occupies a prominent place, because it makes it possible to get a well-paid job in a developed country. This is especially true for students from poor countries who do not have such prospects at home. Restraining factors are language and psychological difficulties, lack of funds for study and accommodation, logistical and bureaucratic problems, etc. The challenges of the 20s of the 21st century were also the coronavirus pandemic and unprovoked Russian-Ukrainian aggression. These global factors caused significant changes in the migration policy of developed countries, which are the main recipients of educational migrants, and worsened the economic conditions for migration. Many university curricula provide online teaching for international students, and the geography of educational migration increasingly focuses on a group of the safest and most stable destinations.Prospects. Further research should be focused on finding ways to improve the effectiveness of international academic mobility programs in today’s conditions of global instability and technological development.

Migrant children are considered one of the most at-risk populations in the United States. They face multiple obstacles of poverty, poor health, mobility, and limited English proficiency, which contributes to the difficulties that migrant children may encounter in the educational system. Limited research has been conducted regarding migrant students with disabilities. The purpose of this study was to examine the extent to which the migrant student population was identified as having disabilities in Texas. Analyses were conducted on a state level, district level, and disability category level. Data were obtained from the Texas Education Agency. The sample consisted of 223 districts that had a total of 9,078 migrant special education students. The state-level analysis found that migrant students, collectively, were not disproportionately represented in special education when compared to the overall state percentage of migrant student representation in general education. The district-level analysis, however, ...

21st-century skills, such as critical thinking and digital literacy, have become essential in modern learning. This study aims to examine the impact of the Problem Based Learning (PBL) model on students' critical thinking and digital literacy skills in the topic of atmospheric dynamics at Sekolah Indonesia Kota Kinabalu, Sabah-Malaysia. The research design used a quasi-experimental approach with a nonequivalent control group design. The sample consisted of 34 students in the experimental group and 31 students in the control group. The experimental class implemented the Problem Based Learning (PBL) model, while the control class used conventional methods. The results showed a significant improvement in both variables in the experimental group, with N-Gain Scores categorized as effective. Problem Based Learning (PBL) helps students understand scientific concepts in-depth, identify real-world problems, and develop creative, technology-based solutions. These findings prove that Problem Based Learning (PBL) is an innovative teaching method that is effective in enhancing students' competencies, especially in preparing them to face global challenges and the digital era.

Critical thinking skills and digital literacy can be influenced by several factors, one of which is the use of LKPD learning media. LKPD can be used on Ecology and Biodiversity material. This research aims to develop digital LKPD learning media products to improve student’s critical thinking and digital literacy skills at SMP Kartika X-1 Jatinegara, East Jakarta. This type of research is development research using the Hannafin and Peck model, through stages of analysis, design and implementation with evaluation and revision at each stage. The targets of this research were 106 seventh grade students at SMP Kartika X-1, Jatinegara, East Jakarta. Data analysis techniques in this research was n-gain test. The validation results for the development of digital LKPD from media experts and material experts received a score in the very good category. Based on the research results, it can be concluded that digital LKPD media can be developed and is suitable as a learning media for Ecology and Biodiversity material, and is effective enough in improving student’s critical thinking skills and digital literacy

In this study, we integrated corpus technology in pre‐service TESOL (Teaching English to Speakers of Other Languages) teachers' technological pedagogical content knowledge (TPACK) development in corpus technology, termed corpus‐based language pedagogy (CBLP), and highlighted the collaborative effort for knowledge building among participants for TPACK development. The study examined the role of online collaboration in facilitating how pre‐service TESOL teachers developed their CBLP (TPACK in corpus technology) using a learning‐by‐design approach, enacted it in co‐designing lessons, revised their lessons and reflected on their collective knowledge building processes. Using a case study approach involving 33 participants, the study focused on both intra‐ and inter‐group interactions to understand the pre‐service teachers' learning dynamics/changes and unpack the interaction mechanism involved in online collaborative learning. To these ends, we collected data including CBLP group lesson designs, intra‐group data (interviews) and inter‐group peer critical comments and analysed them based on the two stages (comprehension and transformation) of Shulman's pedagogical reasoning. The results suggest that engaging in online collaboration, facilitated by the learning‐by‐design approach, is instrumental in enabling pre‐service teachers to learn corpus technology and expand their repertoire of teaching strategies. Our findings imply that both intra‐ and inter‐group collaboration modes are important to help pre‐service TESOL teachers holistically develop TPACK for language teaching. Similar implications may be applied to other subject‐specific TPACK training. Practitioner notes What is already known about this topic Teacher preparation programmes play a crucial role in developing pre‐service teachers' technological, pedagogical, and content knowledge (TPACK) TPACK integration into pedagogical practice and subject‐specific professional development opportunities are important for effective teaching, but there is a lack of research on subject‐specific TPACK development (eg, TPACK in language teaching) Online collaborative learning can support TPACK development, but most studies focused on intra‐group interactions with little attention to inter‐group interactions What this paper adds Introduces a new corpus‐based language pedagogy (CBLP) for TESOL teachers to help them develop TPACK in language teaching Presents an innovative two‐step training framework for developing TESOL teachers' TPACK in corpus technology Examines the role of online collaboration in developing pre‐service TESOL teachers' TPACK for teaching with corpus technology through learning by design Provides in‐depth qualitative data analysed both qualitatively and quantitatively to investigate the specific roles that intra‐group and inter‐group interactions play in shaping pre‐service TESOL teachers' CBLP development Develops an analytical framework comprising nine categories (under the comprehension and transformation stages of Shulman's pedagogical reasoning model) to code pre‐service TESOL teachers' TPACK development in corpus technology Finds that intra‐group interactions facilitate both comprehension and transformation stages, while inter‐group interactions predominantly facilitate the transformation stage of CBLP Implications for practice Emphasises hands‐on corpus‐searching skills and guidance on browsing corpora when designing CBLP lessons Encourages both within‐group and between‐group interactions in online collaborative learning to foster TPACK development for using corpus technology in teaching language subjects Considers incorporating similar approaches for developing other subject‐specific TPACK for other teaching subjects

Education in Critical Pedagogy (CP) empowers students to address societal injustices and promotes social change, while also advocating for an educational environment based on students' experiences and aiming to cultivate critical thinkers who challenge oppressive conditions. From a second language perspective, Critical Language Pedagogy (CLP) aligns with these democratic values and emphasizes diverse methods and democratic principles by promoting dialogical interactions and action-oriented learning. This study investigates how modified oral and written activities in a CLP-oriented course impact pre-service second language instructors' engagement in critical dialogue. Data from observations, teaching demonstrations, assignments, and online interactions reveal progressive changes in critical dialogue usage among instructors. Preliminary results from learners' interactional tasks demonstrate how CLP-oriented modifications enhance discussion activities and foster deeper thinking about social issues in language education.