This chapter surveys the scholarship on linguistics in education and analyzes the status of linguistics in language education master’s programs. Using the National Center for Education Statistics’ Classification of Instructional Programs (CIP) system to define the data field, we searched the Integrated Postsecondary Education Data System for institutions conferring degrees between 2011-2020 for CIP code 13.14, the designation for master’s programs in Teaching English as a Second or Foreign Language. From this list, we analyzed available curricula for both MA/MS TESOL degree and MA/MS in elementary, secondary, or adult education language teacher training. Considering programs across 255 institutions, we analyzed linguistics courses as required, elective, or not present. Results reveal that linguistics is integrated at variable rates. Focusing on four core subdisciplines, TESOL fares better: Introductory linguistics was required 69% of the time, sociolinguistics 41.5%, syntax/grammar 53%, and second language acquisition (SLA) 70%. A more dismal picture appears for the other language education group: Introductory linguistics was required 6% of the time, sociolinguistics 6%, syntax/grammar 4%, and SLA 12%. This study demonstrates that language teachers require more robust linguistics education to better equip them for serving language learners’ needs.

This introductory chapter provides the rationale for this topic and framing of the book. The strength and tools of linguistics can contribute greatly to teacher effectiveness in the second language classroom, yet the two professional realms have developed largely independently of one another. This chapter introduces the argument for strengthening the role of linguistics in second language study as well as establishing the place of second language data in linguistics inquiry and education, bringing together the two disciplines around the actual realities of language itself. It introduces the chapter content and flow of the book, the breadth represented in topics and authors, intended audience, special features of the chapters, and perspectives from second language acquisition to help bridge the gap between disciplines.

This chapter explores the potential of realist evaluation methodology to uncover the complexity of implementing an English for Specific Purposes programme at a Saudi university. Realist evaluation draws on the principle of retroduction, which necessitates the redescription of causal components of an event into theoretically significant terms for a closer approximation to reality. The chapter investigates the interaction between underlying causal mechanisms and teachers’ reasonings that operate in a particular context, an interaction which leads to particular outcomes. To this end, we outline how the English for Specific Purposes programme was conceptualised, designed, and implemented, before we explain how relevant theories were defined by analysing the responses of the teachers who implemented the programme. The findings highlight the importance of viewing the role of ESP teachers and acknowledging the need for collaboration across disciplinary boundaries. The study provides further insight into the process of theorising from participants’ responses in the study of both embedded practices and underlying causal mechanisms operating within a specific professional community.

This response details how curricula can be developed that position sustainability as central to children’s learning, illustrated through three diverse case studies. The University of Cambridge Primary School designed a curriculum around transdisciplinary knowledge categories, incorporating experiential learning and local issues. The “Pani Pahar” curriculum uses experiential learning to teach Indian children about water resources and the effects of climate change, encouraging student reflection and activism. Lastly, the Harmony Project incorporates the seven principles of nature’s harmony into its curriculum to promote a holistic understanding of sustainability and the interconnectedness of the natural world.

This response provides a practical guide to incorporating philosophical discourse in classrooms to help children grapple with life’s big questions. It outlines three approaches to integrating philosophy into curricula: firstly, launching units of learning on any subject with philosophical discussions based on overarching themes such as power, freedom or eternity; secondly, designating a half term as a period for focusing on philosophy and ethics, using an overarching question to guide exploration; and thirdly, a project whereby each week a member of the school community poses a big question for discussion. Implementation of these approaches can improve students’ oracy skills, self-esteem and overall well-being.

The response provides examples of children’s voices have been promoted in classrooms. The first example from the University of Cambridge Primary School is a Class Congress that is designed to be inclusive and involves weekly discussion sessions between all children and the senior leadership team. It builds on the well-established Oracy and Dialogue curriculum at the school and helps to develop the children’s sense of agency. The second example is Project Dhun, an initiative from the Dhun School for Now in India. The school is built on three pillars: Self, Community and Planet. These pillars encourage students to connect with their individual skills, collaborate with their community and engage with the natural world. The school emphasises experimental, project-based learning. It features unique spaces, such as a nature lab, in which the role of the teacher is evolved to be a facilitator.

This chapter describes the Mental Health Gap Action Programme (mhGAP) and the mhGAP-Intervention Guide (mhGAP-IG) developed by the World Health Organization (WHO), aimed at scaling up suicide prevention and management services to bridge unmet need.The mhGAP-IG is an evidence-based tool for mental disorders with structured and operationalised guidelines for clinical decision-making targeting non-specialist community and primary care workers in low and middle-income countries (LMICs).

Over the course of seven years, the Tata center recruited and trained more than 200 graduate students from 18 different MIT departments to design and implement energy solutions that are practical and reliable in the developing world. Their work produced 45 patents, 12 commercial licenses, and over a dozen startups. This chapter demonstrates the method for implementing similar programs, with a focus on energy-related research projects. The program leaders describe their project as “CPR for Engineers,” with a three-axis model focusing on developing Compassion, Practice, and Research.

The Origins of Scholasticism provides the first systematic account of the theological and philosophical ideas that were debated and developed by the scholars who flourished during the years immediately before and after the founding of the first official university in Paris. The period from 1150 to 1250 has traditionally been neglected in favour of the next century (1250–1350), which witnessed the rise of intellectual giants like Thomas Aquinas, Albert the Great, and John Duns Scotus, who famously popularized the major works of Aristotle. As this volume demonstrates, however, earlier scholastic thinkers laid the groundwork for the emergence of theology as a discipline that evolved subsequently. Although they relied heavily on traditional theological sources, this volume highlights the extent to which they also made use of philosophy not only from the Greek but also the Arabic traditions in ways that defined the role it would play in theological contexts for generations to follow.

The Introduction describes the curriculum of sciences taught in the Neoplatonist schools of Late Antiquity and the purpose of this curriculum as a divinization of the human soul. The textbooks which were read as part of the curriculum are identified, the image of a ‘ladder’ of the sciences is introduced and disagreements about the division of the sciences are indicated. The second part of the Introduction provides an overview of, and context for, the following chapters, organized in five parts: rhetoric (not as part of the curriculum, but as an instrument of philosophy), ethics, politics, mathematics, metaphysics. The arrangement of the chapters within each of the five parts is presented and the main themes of each chapter are introduced.

In this chapter, we look at how play can support children’s learning in schools. We begin by examining how teachers can support children’s learning in play by exploring a range of playful approaches to learning curriculum content. A case study of a play-based approach from the Netherlands is also presented, followed by a range of practical suggestions and resource ideas to support the setting up of a play-based inquiry approach using the Australian Curriculum.

Play is a key dimension of early childhood education. How play is conceptualised and how a teacher uses play to support curriculum activities have a bearing on what a child experiences. We know from research that play is discussed in different ways in different countries, and also that play is presented in different ways in education curricula around the world.

The terms ‘curriculum’, ‘pedagogy’, ‘assessment’ and ‘reporting’ are often heard. Each of these terms has been interpreted in different ways and, throughout the history of formal education, one or another has been often at the forefront of educational thinking and practice. We consider that these four areas are inextricably interwoven and changes in policy or practice in one area influence each of the others. This chapter introduces some of the literature, research and practice to help develop an understanding of curriculum, pedagogy, assessment and reporting. We will discuss the interrelationship and alignment of these four areas, enabling reflection on how changes in each of these areas at a national, system or school level impact the day-to-day work of teachers.

Planning for learning is essential for creating environments conducive to deep learning and to developing student understandings. Standard 3 of the Australian Professional Standards for Teachers (APST) specifies the need for all graduate teachers to be able to ‘plan for and implement effective teaching and learning’. Quality planning involves the systematic use of feedback data to design activities that encourage the assimilation and synthesis of information, leading to the creation of new understandings. Student learning should always be the goal.

This chapter focuses on heritage language education in major English-speaking Chinese diasporic communities. The chapter starts with a brief overview of the Chinese diasporic communities across different geopolitical contexts. It is followed by a discussion of the benefits of HLs and the impact of language hierarchies on language development. It then provides a discussion of HL development in the home and its key research contributions in the field. The discussion is devoted to a critical review of HL language schools and the development of HL learners’ identity and perceptions of their multilingual selves. In the last section, the implications of HL education are outlined and suggestions for future research are indicated.