The Introduction describes case method pedagogy from both a historical and theoretical perspective. It provides an author statement, and describes what cases are, what the benefits of the case method are for teachers, and outlines the organization of the casebook.

Teachers’ relationships with their students are the focus of this chapter. These relationships can determine the outcomes of learning, but also affect the professional and emotional lives of teachers. The cases in this chapter examine how teacher-student relationships unfold in diverse multicultural contexts and cover topics such as being a Black teacher in Japan, compromising the privacy of a gay primary school teacher in Canada, and knowing students’ names.

Each case in this chapter examines the experiences of a language learner from a different country, usually from the perspective of their teacher. Learners are the people who teachers interact with the most in their professional lives and are often the cause of dilemmas they encounter. The chapter covers topics such as gender identity in the classroom, teaching dedicated older learners, and teaching a learner with suspected ADHD.

There are multiple dimensions to the work that language teachers and teacher educators do in their institutions, and beyond, besides teaching in classrooms and doing research. They all perform some sort of professional service, be it administrative or committee work or taking on management and leadership roles. Professional service is the focus of this chapter, and cases include meeting with dissatisfied parents, serving on a Department of Education working group, and giving a talk to pre-service teachers.

This chapter details the potential applications of corpus linguistic research in the study and mitigation of misogyny. The chapter begins by introducing the MANTRaP (Misogyny ANd The Red Pill) project and the work done in this project to examine language used across the online manosphere – a ‘loose online network’ of communities united by a shared anti-feminist ideology (Marwick and Caplan, 2018: 543). This chapter discusses findings from various studies conducted by project team members on corpora collected from online manosphere communities to examine, among other things, anti-feminist discourse and representations of gendered social actors. Following an overview of the academic work done by project team members, we then discuss practical applications and impacts of this research for the purposes of safeguarding children and young people from potential online harms. This discussion centres on various aspects of our work with a number of organisations involved in such safeguarding. In particular, our discussion centres on our contributions to the safeguarding efforts of these organisations through raising awareness with relevant stakeholders, producing and delivering safeguarding materials and training, and consultancy work for software companies providing safeguarding and monitoring solutions to schools. In the discussion, we also reflect on the formative work with non-academic stakeholders that leads to tangible impacts as well as the real-life implications of the applications emerging from this work. These include an increased public and academic focus on the communities researched and the language used in those communities and the use of research findings in safeguarding software designed for the online surveillance of children in schools.

In general, curricula for language teacher education programmes follow some iteration of Schulman’s original framework (1986), which, at its most basic, distinguishes content knowledge and pedagogical knowledge. Other components such as technological knowledge (Mishra and Koehler 2006), wisdom of practice, and research (Farr and O’Keeffe 2019) have since been used to imbue and expanded Shulman’s original conceptualisation. In this chapter, we discuss how corpus-based approaches easily align with various curricular components in ways which ultimately enhance the pedagogic approaches utilised with practising and prospective language teachers. To do this, we draw on Farr and Leńko-Szymańska’s (2023) tripartite framework, which articulates the potential modes of corpus integration in teacher education programmes. These include: corpus literacy (CL), which focuses primarily on subject content and technological knowledge; corpus-based language pedagogy (CBLP), which focuses primarily on pedagogical content knowledge; and corpus-based reflective practice (CBRP), which focuses primarily on pedagogical content knowledge, wisdom of practice and research.

It is widely recognised that weight stigma in news media is a problem, with selection of images, language, and news frames shown to contribute to negative and stereotypical representations. In response, several Australian, UK, and international organisations active in improving perceptions and treatment of people with obesity have published media guidelines. Some of these guidelines have been developed drawing on linguistic research or expertise and thus represent clear attempts at societal impact (changes in journalism practices, with presumed flow-on effects on policymaking, public perception, discourse, etc.). This chapter first reviews the recommendations that obesity media guidelines make, focusing specifically on language use. We show similarities and differences across six guidelines published for Australian, UK, and international contexts. Taking a corpus linguistic approach, we then examine to what extent selected advice on language choices from the guidelines is adhered to in journalism in Australia. We analyse dispreferred language (identity-first language and use of nominal-adjectival, the obese), preferred language (person-first language), and pejorative versus euphemistic labels. Focusing on people-first and identity-first language, we also include a comparison with a similar British corpus. The chapter concludes with critical reflections on application and impact, including the potential role of corpus linguistics in this area.