The present study aims to critically interrogate the role of Critical Thinking (CT) in English language education in Chile through the analysis of teacher educators’ and postgraduate students’ perceptions and understandings of CT in relation to their academic trajectories through university. Five postgraduate students and five teacher educators from three different Masters of Teaching English as a Foreign Language (MTEFL) programs agreed to take part in the research. Informed by a qualitative paradigm, semi-structured interviews were conducted aimed mainly at (1) unpacking teacher educators’ and postgraduate students’ understandings of CT; (2) investigating postgraduates’ views of the place of critical thinking in their English teacher education training; (3) examining the ways in which teacher educators deal with CT in their pedagogies; and (4) identifying students’ preparedness to approach reading and writing critically, as viewed by both groups of participants. Analysis of responses revealed, on the one hand, students’ recognition of CT skills as necessary to succeed in academic life and, on the other, great concerns for the limited importance accorded to teaching these skills in teacher education courses. Teacher educators’ responses generally showed an increasing interest in trying to incorporate the teaching of CT skills in their pedagogies, but admitted to an overall lack of consistency in the implementation process. The paper concludes with critical questions about the perceived pedagogical mismatches between teacher educators’ and postgraduate students’ perceptions of the role of CT in their academic journeys, and about the role of Chilean teacher education programs in addressing these issues.

This study reports on qualitative research that examined the perceived pedagogical challenges and opportunities that early childhood educators face in attempts to deliver effective practice in culturally and linguistically diverse contexts. Framed through the lens of pedagogical content knowledge (PCK), the study examined data from 9 participants with a view to developing a nuanced understanding of the perceived knowledge they possessed for effective practice in diverse contexts. Data was collected through in-depth semi-structured interviews which addressed two overall dimensions of preparedness and practice for diverse contexts. One dealt with perceptions of pedagogical readiness, involving the role of academic/professional training (either at university or vocational levels) in relation to development of PCK, skills and dispositions. The second addressed systemic issues or challenges influencing, or interfering with, educators’ capacity to provide effective practice in diverse settings. Findings revealed that while educators claim to possess a somewhat adequate level of preparedness for diverse contexts, this does not necessarily stem from professional training but rather from experiential knowledge gained through practice. Findings also revealed a range of (systemic) constraints such as lack of time, unequal distribution of resources or professional development that impact educators’ capacity to cater to the diverse needs of children.

This research critically examines the multifaceted role of English as a foreign language (EFL) coursebooks beyond mere language learning objectives. Specifically, the study focuses on how these coursebooks often project universal cultural values that, though seemingly bland, can perpetuate power dynamics leading to various forms of inequality. Drawing on a qualitative methodology that amalgamates socio-semiotic analysis and critical visual literacy, the investigation scrutinizes the portrayal of indigenous peoples within 12 EFL coursebooks used in state-run and subsidized schools across Chile. Furthermore, the research explores the viewpoints and attitudes of seven EFL teachers towards the visual representations of indigenous peoples compared to non-indigenous individuals depicted in the same coursebooks. The findings suggest that indigenous peoples are often depicted as stereotypical remnants of the past, oversimplifying their intricate cultural attributes and presenting them as disconnected from contemporary society. Moreover, the study identifies the failure of coursebook publishers in acknowledging the richness and diversity of indigenous cultures, thereby perpetuating cultural stereotypes and contributing to the process of otherising, which reinforces a sense of separation between the majority (“us”) and the indigenous minority (“them”).

This Special Issue has two primary goals. Firstly, we aim to bring together diverse perspectives and voices from across Australia that showcase the remarkable efforts that teachers and educators are already doing to cater for the needs of EAL/D learners in schools and mainstream environments. Secondly, and while acknowledging these commendable efforts by educators, we argue that more work is needed to address the persistent challenges in providing tailored support that addresses the diverse linguistic and cultural backgrounds of EAL/D students. We acknowledge that catering for EAL/D learners’ needs in schools and mainstream classes involves more than just structural adjustments. It necessitates a paradigm shift in educational perspectives. Beyond the accommodation of linguistic diversity, there is a crucial need to challenge and disrupt dominant deficit views that may prevail in educational settings. The insights gathered from these articles illuminate the multifaceted and dynamic landscape of EAL/D education in Australia. They collectively underscore the necessity for an integrated approach that encompasses not only specialized pedagogies but also a deep understanding of the cultural and linguistic diversity present in our classrooms.

This paper discusses some implications and applications of the field of Cognitive linguistics (CL) to the teaching of English as a second, foreign or additional language (ESL, EFL or EAL). Some of the areas to which CL has immensely contributed are the teaching and learning of grammar, including modality and prepositions (e.g. Langacker, 1991; Langacker, 2008), the teaching and learning of lexis, especially metaphorically-used words and expressions (e.g. Boers, 2004; Deignan, Gabrys, & Solska, 1997; Kalyuga & Kalyuga, 2008; Kövecses, 1996), and the teaching and development of literacy skills, in particular the skills to better understand texts with metaphors embedded (e.g. Boers, 2000). A discussion of all these areas is certainly beyond the scope of this paper. The area to which some attention is drawn in this article is that of teaching metaphorical lexis, with a particular focus on the teaching of polysemous words. General suggestions and teaching recommendations are made in an attempt to bring this field closer to language practitioners.