![]() Based on data collected during my PhD study. Also offers discussion of multilingual development in Indian contexts and a number of recommendations for policy and practice. This open access article reports on my participatory comparative case study into expert Indian teachers of English, looking at how they and their learners use language in the classroom. Journal of Multilingual and Multicultural Development - April 2022 The translanguaging practices of expert Indian teachers of English and their learners It offers evidence of recent paradigm change and presents the emerging alternative terms that constitute the core of many contemporary definitions of SLA: ‘additional language learning’, and ‘additional language development’. This Christopher Brumfit Essay Prize-winning article argues that the term ‘second language acquisition’ (SLA) is no longer fit for purpose, insomuch as it misrepresents or excludes the object of research of many academics in the field today. What’s in a name? Why ‘SLA’ is no longer fit for purpose and the emerging, more equitable alternatives In this feature article I discuss the history and problematic nature of the ambiguous and inappropriate term 'young learner' in ELT, arguing that we should instead adopt the terms used in mainstream educational contexts around the world 'pre-primary', 'primary' and 'secondary learners' to recognise the fundamental importance of these different educational contexts. In need of rebranding: Why we should change terminology from 'young learners' to 'pre-primary', 'primary' and 'secondary learners' of English It documents the self-reported professional development experiences and needs, both online and face-to-face of over 7000 teachers in the three countries. This report was conducted for Trinity College London and the British Council, co-authored with Simon Borg, Ben Beaumont and eight colleagues from China, Japan and South Korea. The continuing professional development experiences and needs of English language teachers: China, Japan and Korea Open access, based on my PhD study at the University of Warwick (ESRC sponsored). This article reports on my attempt to make a comparative case study 'partially participatory', also reflecting on how and in what contexts such an approach may be of use to other educational researchers. Can teacher case study research be participatory? Critical reflections on the approach adopted for an English language teacher expertise study in India ![]()
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