To successfully integrate content into language instruction, teachers need to analyze the language in academic texts. The presenters demonstrate language analysis and teaching tools introduced to teachers in a pedagogical grammar class. Language analysis tools include identifying nominalizations, charting participants and processes, and analyzing information flow.

In a climate of ongoing ambivalence by most New Zealanders towards learning additional languages, the Ministry of Education has recently introduced Learning Languages as an independent learning area in the national curriculum. This paper critically examines a number of initiatives aimed at building teaching capacity to meet this curriculum requirement.

The presentation will focus on a research project involving an instructional model that organizes best practices in the teaching of writing in second language contexts. This model (ECRI) was co-created in a PLC by teachers and researchers interested in the improvement of the teaching and learning of writing.

While teacher knowledge research has been influential on teacher learning, our understanding of how teacher knowledge connects with actual classroom instruction remains limited. The current study aims to address this issue by triangulating data from conversation analysis, a subfield of discourse analysis, with data collected from teacher reflections and interviews.

Teachers and learners engaging collaboratively in Exploratory Practice develop their own individual understandings of learning and teaching. At the same time, they are also involved in helping each other develop. Our symposium explores this process of mutual development, its challenges and promises, in a variety of educational settings.

Given emphasis on the importance of heritage language maintenance as a national resource, there is a need to develop best practices and collaborative approaches to promote and support the professional development of community-based teachers. This paper will propose a networking model based on preliminary results of a university survey study.

This paper examines teachers' discursive construction and appropriation of new, digital literacies in the English language curriculum. I explore the ways in which teachers negotiated multimodality, creativity, and online authorship and interaction associated with new literacies in dialogic interaction with discourses of teaching and learning English in Hong Kong schools.

The need for adult ESL teachers to prepare students to transition into post-secondary education and training can be challenging in a system that has historically focused on basic literacy and life skills. This presentation will share the professional development impact of a survey project that provided insights into differences in instructional practices between the adult educators and college faculty. Implications and lessons learned for adult ESL teaching will be shared.

We present a systematic understanding of the role of emotions in teacher cognition, describing how emotional content in teacher narratives can index cognitive dissonance and congruence, which can then be investigated in a focused manner. We then propose a triadic model of cognitive development with implications for language teacher professional development.