Additional-Language Learning, Interdisciplinary Instruction, and Technology

In this issue, we focus on additional-language learning, interdisciplinary instruction, and technology. We begin with two additional-language articles, including one on foreign language teachers’ and students’ attitudes toward oral-corrective feedback in traditional and technology-enhanced classes, and another on the relationship between English-medium instruction (EMI) effectiveness factors and students’ EMI course satisfaction. Then, we present three interdisciplinary teaching articles, including one on fostering interdisciplinary cooperation and integration of technology in the teaching about socio-scientific issues, another on teaching literacy in an elementary-school classroom while incorporating Indigenous literacy scholarship, and a third on integrating political, social, and contemporary paradigms to teach biology. We then share two technology-oriented articles, including one on evaluating the readiness of students to use Virtual Reality technology to learn physics, and another describing gender differences regarding the level of emerging digital technologies’ competencies of STEM pre-service teachers. Five additional articles are presented on the topics of intersectional pedagogy, student engagement, transition from pre-service to in-service teaching, educational leadership, and teaching in low-economic background schools. This issue includes two book reviews.