# data[].attributes.headline
                         Making Local Global

# data[].attributes.subject
                         Making Local Global

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"Now, the contribution of the ‘additional language’ teacher across language learning contexts (e.g., foreign, second, bilingual, heritage, complementary, immersion, etc.) is to promote, maintain, and strengthen the multicultural nature of his or her society, enable students to navigate the complex language learning demands in their multilingual life worlds, and in some cases act as an advocate for minority cultures within a dominant culture and country"(Kubanyiova and Crookes, 2016, pp. 119).

# data[].attributes.headline
                       Precarious Careers

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                       Precarious Careers

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"The most obvious difference between the studies in our field and the findings by Huberman et al. is Johnston’s finding of the evanescent or nonexistent nature of the language teachers’ career. In brief, his EFL teachers in Poland did not have careers. They did not move through positions of increasing demand or responsibility; they did not have secure positions at all; and they did not receive increasing rewards, professional or monetary" (Kubanyiova and Crookes, 2016, pp. 124-125).

# data[].attributes.headline
                              Packed Priorities

# data[].attributes.subject
                              Packed Priorities

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"In spite of technological advances and the much-hyped knowledge revolution, the classroom teacher—regardless of instructional level—still has to deal in oversized classes with individual learners who differ in language learning aptitude, motivation, interest, ambition, learning styles, parental support, and educational, social and economic needs, and with learners who are distracted by myriad conflicting interests, temptations, and demands among which they have to prioritize their time and energies" (Kubanyiova and Crookes, 2016, p. 127).

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             Respecting Perspectives and Diversity

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             Respecting Perspectives and Diversity

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"The conception of ‘the learner’ is continually shifting, as new emphases come to the forefront. Learners are no longer solely monocultural individuals seeking a liberal education through exposure to the best of another culture, but also interculturally minded citizens ready “to enter—through imagination and empathy—into an active and openended engagement with difference” (Lloyd, 2012, p. 492), or heritage students, struggling to improve their situation through maintaining their first language, or retaining a space for the indigenous language inside an otherwise oppressive and alien curriculum" (Kubanyiova and Crookes, 2016, pp. 127).

# data[].attributes.headline
                          Reflective Practice

# data[].attributes.subject
                          Reflective Practice

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"If teachers are to be considered reflective practitioners, they need to be given the responsibility and the discretion to do their jobs. Of primary importance is the need for the time to reflect; collaborate; observe other teachers; develop personal theories, curriculum, materials, and so forth. In addition, teachers need smaller classes, more hospitable classrooms, and the resources to experiment with and change their approach to teaching" (Kubanyiova and Crookes, 2016, p. 127).