This study examined the teacher education of novice teachers of English to speakers of other languages (ESOL). A survey and followup interviews were employed to investigate novice teachers' perceptions about four aspects of their teacher preparation: (a) degree of preparedness to teach after graduating from a teaching English to speakers of other languages (TESOL) program, (b) preparedness after classroom experience (up to 3 years), (c) sense of efficacy to complete teaching practices in adult ESOL classrooms, and (d) perceptions of what was useful to them in the TESOL program. Accredited ESOL teachers with less than 3 years of experience (N = 115) completed a questionnaire that explored their perceptions of preparedness and efficacy to teach in adult ESOL programs in Ontario, Canada. Eight teachers participated in follow-up semistructured interviews. Findings show that although, overall, novice teachers increased their perceptions of preparedness by gaining experience in the classroom, their sense of efficacy to perform within certain teaching expectations was task specific and highly situated. The practicum and "real" teaching experiences were found to be the most influential aspects of the induction programs. These findings have implications for teacher educators, TESOL institutions, and accreditation bodies that are committed to preparing qualified teachers for adult ESOL programs.

In this study we compared the effects of two types of form-focused instruction (FFI) on second language (L2) learning and their potential contributions to the development of different types of L2 knowledge. Both types of instruction were pre-emptive in nature, that is planned and teacher generated. In Integrated FFI attention to form was embedded within communicative practice; in Isolated FFI it was separated from communicative practice. Two groups of adult learners of English as a second language (ESL) received 12 hours of Integrated or Isolated FFI on the ‘passive’ construction. Learners’ progress on a written grammar test and an oral communication task indicated no significant differences between the instructional groups over time. However, some advantages were observed for Integrated FFI on the oral production task and for Isolated FFI on the written grammar test. The results are discussed in relation to instructed second language acquisition (SLA) research an transfer appropriate processing theory.

Achieving English language proficiency, while key to successful adaptation to a new country for internationally educated nurses (IENs), has presented more difficulties for them and for educators than previously recognized. Professional communication within a culturally diverse client population and maintaining collaborative relationships between nurses and other team members were perceived as new challenges for IENs. Learning an additional language is a long-term, multistage process that must also incorporate social and cultural aspects of the local society and the profession. This article provides a descriptive review of current research literature pertaining to English language challenges, with a focus on oral language, experienced by IENs. Educational strategies for teaching technical language skills as well as the socio-pragmatics of professional communication within nursing programs are emphasized. Bridging education programs must not only develop students'academic language proficiency but also their ability to enter the workforce with the kind of communication skills that are increasingly highlighted by employers as essential attributes. The results of this review are intended to facilitate a clearer understanding of the English language and communication challenges experienced by IENs and identify the implications for designing effective educational programs.

Research and development in language teacher education and, more recently, teacher accreditation has had enormous impact on the professional lives of ESL teachers in Canada. There has been less interest, however, in examining the ca- reer development and employment experiences of accredited ESL teachers as they transition from TESL programs to ESL classrooms. In this article, we report on a study examining this issue for ESL teachers of adults in Ontario, in which 147 ESL teachers responded to a survey and a select group participated in follow-up interviews. The data were collected for a broader study investigating the link between teacher education and teaching efficacy of novice ESL teachers. Quantita- tive analysis of the survey data revealed the professional backgrounds and career development of recently accredited ESL teachers in Ontario. Qualitative data analysis revealed concerns with employment in the first years of practice. The findings suggested a high risk of attrition for novice ESL teachers and highlighted the impact of current teacher education programs and the professional landscape of ESL teaching on their career development. We discuss the implications of these findings for TESL institutions, accreditation bodies, and ESL teachers.La recherche et le développement visant la formation des enseignants de langue et, plus récemment, l’accréditation des enseignants, ont eu un énorme impact sur la vie professionnelle des enseignants d’ALS au Canada. Toutefois, on a moins porté attention au développement professionnel et aux expériences de travail d’enseignants d’ALS accrédités lors de leur transition des programmes de TESL vers les salles de classe d’ALS. Dans cet article, nous rendons compte d’une étude pendant laquelle 147 enseignants d’ALS aux adultes en Ontario ont répondu à une enquête visant ce sujet et un groupe d’enseignants sélectionnés ont participé à des entrevues de suivi. Les données ont été recueillies pour une étude plus vaste portant sur le lien entre la formation des enseignants et l’efficacité des enseignants d’ALS en début de carrière. Une analyse quantitative des données de l’enquête a fait ressortir le développement et les antécédents professionnels d’enseignants d’ALS récemment accrédités en Ontario. L’analyse a également révélé des préoc- cupations quant à l’emploi pendant les premières années de pratique. Les résultats indiquent un risque élevé d’attrition chez les enseignants débutants et soulignent l’impact des programmes actuels de formation des enseignants et du milieu pro- fessionnel de l’enseignement de l’ALS sur le développement de leur carrière.

This study investigated the views of teachers and learners regarding the timing of grammatical instruction, conceptualized as a distinction between isolated and integrated form‐focused instruction (FFI) proposed by Spada and Lightbown (2008). Both types of FFI are described as taking place in primarily meaning‐based communicative classrooms. They differ in that isolated FFI occurs separately from communicative activities, whereas integrated FFI occurs during communicative activities. Using this theoretical distinction, the researchers developed teacher and learner questionnaires and validated them as measures of both constructs supported by factor analysis. The questionnaires were administered to explore the views of teachers and learners in two contexts, ESL in Canada and EFL in Brazil. Quantitative and qualitative analyses of the questionnaire data indicate a distinct preference for integrated FFI across groups (i.e., teachers and learners) and contexts (i.e., EFL and ESL). At the same time teachers and learners also acknowledged the value of isolated FFI. These views recognizing the important roles played by both integrated and isolated FFI are consistent with those discussed in the instructed second language acquisition literature. Teachers and learners also drew attention to contextual and individual differences that may have an impact on decisions about the timing of grammatical instruction.