Citations (48)
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Ronald Fuentes & Inmaculada Gómez Soler. (2023) Instructors’ navigation and appropriation of gender-inclusive Spanish at a U.S. University. Current Issues in Language Planning 24:5, pages 534-553.
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Mina Min. (2023) School culture, self-efficacy, outcome expectation, and teacher agency toward reform with curricular autonomy in South Korea: a social cognitive approach. Asia Pacific Journal of Education 43:4, pages 951-967.
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Syed Abdul Manan, Symbat Mukhamediyeva, Sabina Kairatova, Mir Afzal Tajik & Anas Hajar. (2023) Policy from below: STEM teachers’ response to EMI policy and policy-making in the mainstream schools in Kazakhstan. Current Issues in Language Planning 0:0, pages 1-21.
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Chinh Duc Nguyen & Thu-Nguyet Huynh. (2023) Teacher agency in culturally responsive teaching: learning to teach ethnic minority students in the Central Highlands of Vietnam. Educational Review 75:4, pages 719-743.
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Jingyi Zhu, Grace Jue Yeon Kim & Zhenjie Weng. (2022) Affordances and constraints: using collaborative autoethnography as a methodology to examine language teacher agency. International Journal of Qualitative Studies in Education 0:0, pages 1-14.
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Laura Karabassova. (2021) English-medium education reform in Kazakhstan: comparative study of educational change across two contexts in one country. Current Issues in Language Planning 22:5, pages 553-573.
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Syed Abdul Manan, Liaquat Ali Channa, Maya Khemlani David & Muhammad Amin. (2021) Negotiating English-only gatekeepers: teachers’ agency through a public sphere lens. Current Issues in Language Planning 22:3, pages 290-307.
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Anthony J. Liddicoat & Kerry Taylor-Leech. (2021) Agency in language planning and policy. Current Issues in Language Planning 22:1-2, pages 1-18.
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Manh Duc Le, Hoa Thi Mai Nguyen & Anne Burns. (2021) English primary teacher agency in implementing teaching methods in response to language policy reform: a Vietnamese case study. Current Issues in Language Planning 22:1-2, pages 199-224.
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Naashia Mohamed. (2021) The agentive role of preschool leaders in language policy enactment: case studies of acceptance and resistance. Current Issues in Language Planning 22:1-2, pages 225-242.
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Jingyan Cheng & Li Wei. (2021) Individual agency and changing language education policy in China: reactions to the new ‘Guidelines on College English Teaching’. Current Issues in Language Planning 22:1-2, pages 117-135.
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Hao Tran. (2019) Teacher agency in times of educational change: the case of transitioned teachers in Vietnam. Current Issues in Language Planning 20:5, pages 544-559.
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Giovani López López, Sandra Patricia Martinez Franco & Bedrettin Yazan. (2019) The exclusion of vos from the Spanish as a foreign language classroom discourse: A critical examination through the lens of the language management theory. Critical Inquiry in Language Studies 16:4, pages 229-248.
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Seyed Hadi Mirvahedi. (2019) Sociological realism and language policy analysis: A way forward. Current Issues in Language Planning 20:3, pages 309-330.
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Tian Xia & Qi Shen. (2019) Individual agency in language acquisition planning for multi-dialectism: A Shanghai story. International Journal of Bilingual Education and Bilingualism 22:3, pages 338-351.
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Susana Pinto & Maria Helena Araújo e Sá. (2019) Language education policy in Portuguese public universities: the voices of institutional stakeholders. Current Issues in Language Planning 20:2, pages 140-159.
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Ferney Cruz Arcila. (2018) ELT policy interpretations and translations in rural Colombia. Current Issues in Language Planning 19:4, pages 363-382.
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Thuy Thi Ngoc Bui. (2018) Engagement in Language Policies and Practices with and for Vietnamese Minority Student Youth. Journal of Language, Identity & Education 17:5, pages 277-291.
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Noah Asher Golden. (2018) Narrating neoliberalism: alternative education teachers’ conceptions of their changing roles. Teaching Education 29:1, pages 1-16.
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T.T. Huyen Phan & M. Obaidul Hamid. (2017) Learner autonomy in foreign language policies in Vietnamese universities: an exploration of teacher agency from a sociocultural perspective. Current Issues in Language Planning 18:1, pages 39-56.
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Ronald Fuentes. (2016) Language, identity, and citizenship in a U.S. University: immigrant English learners’ identity (re)positioning. Current Issues in Language Planning 17:3-4, pages 405-421.
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Nguyen-Bich-Thy Bui, Khanh-Le Ngoc Tuong & Yih-Sheue Lin. Developing an instrument for assessing pedagogical content knowledge in teaching reading comprehension based on the 2018 Literacy Curriculum Guideline in Vietnam. Education 3-13 0:0, pages 1-13.
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Articles from other publishers (26)
Farhad Ghiasvand, Akbar A. Jahanbakhsh & Pardis Sharifpour. (2023) Designing and validating an assessment agency questionnaire for EFL teachers: an ecological perspective. Language Testing in Asia 13:1.
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Bui My Ngoc & Jessie S. Barrot. (2022) Current Landscape of English Language Teaching Research in Southeast Asia: A Bibliometric Analysis. The Asia-Pacific Education Researcher 32:4, pages 517-529.
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Miguel Hernández Hernández & Jesús Izquierdo. (2023) Teachers’ Perceptions and Appropriation of EFL Educational Reforms: Insights from Generalist Teachers Teaching English in Mexican Rural Schools. Education Sciences 13:5, pages 482.
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Dang H. Tri. (2023) Teachers as change agents in the implementation of English-medium instruction policy in Vietnam. European Journal of Language Policy 15:1, pages 127-145.
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Thao Thi Tran. (2022) Teacher Agency in Implementing the Getting-to-Know-English for Grade 1 and Grade 2: How Teachers Enacted. International Journal of Educational Reform 32:2, pages 189-207.
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Yara Yasser Hilal & Bassel Akar. (2023) School leaders and teachers’ agency: Atypical stories from a compounded crises context. International Journal of Educational Research 121, pages 102226.
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Andrzej Cirocki, Raichle Farrelly & Heather Buchanan. 2023. Continuing Professional Development of TESOL Practitioners. Continuing Professional Development of TESOL Practitioners
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Bình Nghiêm-Phú & Thành Hưng Nguyễn. (2021) University lecturers' use of active teaching methods: a segmentation study concerning trust, empowerment, thinking styles and emotional intelligence. Journal of Asian Business and Economic Studies 29:3, pages 189-204.
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Lian Wang. (2022) English Language Teacher Agency in Response to Curriculum Reform in China: An Ecological Approach. Frontiers in Psychology 13.
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Nga Huynh Hong Ngo, Sue Cherrington & David Crabbe. (2022) An Integrated Framework of Professional Development for Vietnamese Lecturers of English as a Foreign Language. RELC Journal, pages 003368822210857.
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海萍 朱. (2022) Review on Teacher Agency at Home and Abroad: Visualized Bibliometric Analysis with CiteSpace. Advances in Education 12:11, pages 4394-4402.
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Le Van Canh. 2022. Handbook of Research on Teacher Education. Handbook of Research on Teacher Education
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Duy Van Vu & Elke Peters. (2021) Vocabulary in English Language Learning, Teaching, and Testing in Vietnam: A Review. Education Sciences 11:9, pages 563.
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Hanh Dinh. 2021. CALL Theory Applications for Online TESOL Education. CALL Theory Applications for Online TESOL Education
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Yeimer Prieto-López, Mario Ayala-Pazmiño & David Pacheco-Montoya. (2020) La planificación académica, herramienta valiosa para la calidad del proceso de enseñanza y aprendizaje en la Unidad Educativa Bilingüe Torremar (UEBT). 593 Digital Publisher CEIT 5-2:5, pages 29-35.
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Janet Enever. (2020) Global language policies. Language Teaching for Young Learners 2:2, pages 162-191.
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Nelly Sierra Ospina & Elida Giraldo Gil. (2020) Hablando de política lingüística y formación docente: las voces de los/las docentes dibujan sus propios retratos. Revista Brasileira de Linguística Aplicada 20:1, pages 163-188.
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Le Van Canh. (2018) Remapping the teacher knowledge-base of language teacher education: A Vietnamese perspective. Language Teaching Research 24:1, pages 71-81.
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Thinh Ngoc Pham & Lien Thi Phuong Bui. (2019) An exploration of students’ voices on the English graduation benchmark policy across Northern, Central and Southern Vietnam. Language Testing in Asia 9:1.
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Mai Tuyet Ngo. 2019. Reforming Vietnamese Higher Education. Reforming Vietnamese Higher Education
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Bridget Goodman. (2018) Acts of Negotiation: Governmentality and Medium of Instruction in an Eastern Ukrainian University. Anthropology & Education Quarterly 49:1, pages 36-52.
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Shannon Fitzsimmons-Doolan. (2018) Language Ideology Change Over Time: Lessons for Language Policy in the U.S. State of Arizona and Beyond. TESOL Quarterly 52:1, pages 34-61.
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Anne Burns. 2017. Innovative Practices in Language Teacher Education. Innovative Practices in Language Teacher Education
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Hussain Ahmad, Fatmawati Latada, Sayyed Rashid Shah & Muhammad Nubli Wahab. (2017) Exploring the Construction of Professional Selves of Non-Native EFL Teachers at a Saudi Arabian University. SSRN Electronic Journal.
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