Toward Teachers as Designers

ABSTRACT We argue for centering teachers as designers rather than technicians or planners of learning outcomes, proposing design as a way of naming the work of discernment through which teachers intentionally shape conditions, environments, and experiences in response to learners, purposes, and situations. Framing language teachers as designers is especially important in the present moment, as learning increasingly unfolds across diverse temporal, spatial, and relational arrangements that extend beyond bounded classroom spaces. We contrast these framings to show how teaching understood as instructional delivery or as design directs attention toward different aspects of teachers' judgment, responsibility, and relational work.