Book Review: Language as Power in the Language Teacher Education Ecosystem, by Jaber Kamali (Cambridge University Press, 2026)
Afsaneh Heydari Gujani
Aug 2026· Language Teacher Education Research· Vol 4, pp. 62-67· 0 citations
Abstract
Standard language teacher education (LTE) programs have mainly prioritized technical skills, focusing on practical aspects such as curriculum design, classroom management, and instructional techniques. Although these elements contribute to the teacher’s professional development, they often leave sociocultural and ideological factors underexplored. Foundational elements within training programs, including teachers’ professional identity, the role of mother tongue, and broader views of culture, are often overlooked as the programs prioritize step-by-step instruction. Furthermore, hierarchical institutional systems frequently restrict teachers’ pedagogical autonomy and embed them within broader frameworks of monitoring and evaluation (Uysal & Gao, 2026). To address these shortcomings, Jaber Kamali’s Language as Power in the Language Teacher Education Ecosystem (2026) responds to these gaps by highlighting language as a central domain where authority and professional expectations are negotiated within the LTE ecosystem.
Teachers are among the most influential human factors in language learning environments, shaping learners' understanding of the target language, its use, and their motivation to engage in learning over time. This theoretical paper synthesises contemporary literature on the diverse and interconnected contributions teachers make to language learning, drawing on Vygotsky's sociocultural theory and Bruner's scaffolding theory as guiding frameworks. It examines the teacher's roles as facilitator and provider of instructional scaffolding, source of corrective feedback, provider of emotional and affective support, linguistic model, cultural mediator, motivator, and integrator of technology-enhanced instruction. The discussion situates these roles within Nigeria's multilingual educational context, examining how teachers balance indigenous languages and English despite policy limitations and resource constraints. The review suggests that teachers who combine strong linguistic competence with emotional awareness, timely feedback, and thoughtful technology integration are more likely to foster learning environments that promote participation and enhance outcomes. The paper concludes that teacher quality, continuous professional development, and supportive classroom environments are critical to effective language learning and recommends sustained investment in the preparation and continuous professional development of language teachers, particularly in developing contexts such as Nigeria.
Umar Garba Rabo· MAU INTERNATIONAL JOURNAL OF...· 0 citations
Communicative Language Teaching (CLT) has been widely promoted as an approach emphasizing communicative competence and purposeful language use. Despite its prominence in English language education, a persistent gap exists between teachers' awareness and classroom implementation of CLT principles, particularly in non-native contexts such as Oman. While previous studies have quantified teacher awareness, limited qualitative research has explored how teachers interpret and adapt CLT within their specific classroom contexts. This qualitative case study investigated how six Omani English teachers in government post-basic schools (Grades 11–12) conceptualised and interpreted CLT within their classroom contexts. Semi-structured interviews were conducted and analysed using the Codes–Categories–Themes (CO–CAT) framework to identify patterns in teachers' perspectives. Teachers associated effective implementation of CLT with supportive classroom environments that foster confidence and communication. Teachers also viewed CLT as context-dependent, influenced by learner proficiency, lesson focus, instructional time, and classroom conditions, resulting in selective and adaptive implementation practices. Teachers conceptualised CLT not simply as a collection of communicative techniques, but as a set of interconnected conditions that support classroom communication, including learner participation, authentic language use, emotional support, and contextual adaptation. The study contributes to understanding the theory–practice gap as a process of professional judgement rather than a failure of implementation. The findings may inform teacher professional development, curriculum implementation, and communicative language teaching practices in Oman and similar EFL contexts.
Amal Salim Alhanashi, Paolus Sulaiman· International journal of res...· 0 citations
Curriculum reform is a global priority, yet a persistent policy–practice gap remains, which, in very broad terms, shows misalignment between policy intentions and classroom realities. Drawing on a model‐guided systematic review, this article synthesizes 23 peer‐reviewed empirical studies (2015–2024) in foreign language education and propose the
Situated Acceptance and Implementation Model
(SAIM) as the framework for examining how contextual structures, motivational dispositions and behavioural processes interact in shaping teachers' engagement. Our findings reveal that acceptance depends primarily on curriculum clarity, teachers' beliefs and perceived classroom relevance, whereas sustained implementation hinges on
Institutional Governance
,
Instructional Infrastructure
and assessment–curriculum alignment. The analysis also reveals that systemic barriers such as high‐stakes testing, top‐down mandates and ambiguous policy communication limit reform sustainability, while teacher autonomy and collegial collaboration function as critical enablers. Surprisingly, theoretically central factors like
Teachers' Perceived Self‐Efficacy
and
Reflective Learning Orientation
have received little to no attention, which points to a significant research gap. Also, most studies focus on aspects related to implementation, with acceptance‐specific evidence being sparse and seldom reported separately. Based on these findings, we discuss theoretical and practical implications as well as further directions for curriculum planning in language education.
Feng Wang, F. Suñer· Curriculum Journal· 0 citations
This study explores how pre-service English as a Foreign Language (EFL) teachers in Vietnam construct their professional identities during teaching practicum. Framed within sociocultural theory (SCT), it examines both the factors that mediate their identity development and the processes through which identity is negotiated. Data were collected from five pre-service teachers through reflective journals written over two months and two rounds of interviews. Using holistic and categorical narrative analysis, the study found that teacher identity was mediated by mentors, students, peers, and institutional regulations, while also shaped by emotional experiences, reflection, and agency. Contradictions between university-based pedagogy and classroom realities emerged as central to identity negotiation. The study contributes theoretically by highlighting the longitudinal development of identity across practicum stages and practically by offering insights into designing teacher education programs that integrate formal regulations with supportive mentoring, peer collaboration, and opportunities for reflection.
In Nepal's multilingual and multicultural context, teaching English poses distinct challenges and opportunities. Teachers are central to ensuring effective English language learning, but their potential is often undermined by inadequate training, poor infrastructure, and mismatched national policies that fail to consider local diversity. This study explored how to energize teacher potentials by focusing on socio-cultural inclusivity, professional development, and geo-political considerations in Nepal. Drawing on qualitative data collected through interviews, observations, and document analysis, the research investigates the current challenges and emerging solutions from teachers’ perspectives across different regions. The findings show that teachers can become transformative agents when equipped with context-sensitive pedagogy, culturally responsive training, and community engagement tools. The study recommends decentralizing teacher education, investing in continuous and reflective professional development, and involving teachers in curriculum design. Energizing teacher potential is thus framed not just as a pedagogical goal, but as a socio-political project essential for equitable and effective English education across Nepal
Naresh Prasad Tiwari· International journal of res...· 0 citations
This study examines the feasibility and pedagogical value of incorporating Global Englishes Language Teaching (GELT) into Taiwanese bilingual elementary English education, an area that remains critically underexplored despite the rapid global expansion of bilingual schooling. Focusing on a Taiwanese elementary school operating under the Bilingual 2030 policy, the study draws on semi‐structured interviews and focus group discussions to examine teachers' perceptions of bilingual teaching experiences and possibilities for integrating GELT principles into curricula. Findings reveal that bilingual education aligns well with GELT principles and serves as a catalyst for re‐shaping teachers' language ideologies. Despite institutional constraints, attachments to “native” English norms and societal expectations, participants expressed a strong willingness to adopt GELT. The study advances understanding of how GELT can be meaningfully implemented at the foundational stages of education and how bilingual education acts as a setting where language ideologies begin to take shape. The findings underscore the pivotal role of teacher professional development, successful classroom implementation of curricular innovation, teacher collaboration, and teacher agency in driving GELT‐informed curricula change. Although centered on a single school, the study contributes original evidence from an underrepresented educational context and provides timely, practice‐grounded perspectives on how bilingual education systems can support more equitable, globally oriented ELT.
