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As new English-medium universities open their doors in the Arabian Gulf andsome Arabic-medium universities switch to using English as the language ofinstruction, instructors in all disciplines face the challenge of teaching theircourses in English to students who have learned (and who are continuing tolearn) English as a foreign language. This article reviews theories and practicesfrom the field of Applied Linguistics and Teaching English as a SecondLanguage (TESOL) which can help content-area instructors understand andreach these learners.

Second language acquisition research has produced several concepts ofinterest to content-area instructors. Krashen’s theory of comprehensible inputfocuses on the language used by the instructor, while Swain’s of comprehensibleoutput emphasizes providing opportunities for students to produce language. Cummins differentiates between two types of language proficiency: BasicInterpersonal Communication Skills (BICS), which are needed for dailyinteractions, and Cognitive Academic Language Proficiency (CALP), which isrequired for academic tasks. Interlanguage and first language interference mayalso influence students’ second language production in classroom settings.

Specific classroom practices for improving students’ language comprehensionand facilitating content learning are recommended. These include modifyingspeech, using visual aids, utilizing a variety of questioning techniques, andextending the time instructors wait for students to respond. Instructors canemploy strategies, such as mind-mapping and quickwriting, to activate students’linguistic and conceptual schemata at the beginning of a lesson. Scaffoldingprovides structure and support for students to complete tasks until they are ableto realize them on their own. Collaborative/cooperative learning lowers students’affective filters and offers opportunities for participation and language practice. Graphics illustrate some of the suggested practices.

The rapid advancement of technology poses many social challenges including the emerging issue of technology-facilitated abuse (TFA) and violence. In Australia, women from culturally and linguistically diverse (CALD) backgrounds are found to be more vulnerable to domestic violence (DV) and abuse, including TFA. This chapter presents a snapshot of CALD women's technology-facilitated domestic abuse (TFDA) experiences in Melbourne through the eyes of a small group of DV practitioners. Findings show CALD women experience TFA similar to that of the mainstream, with tracking and monitoring through the use of smartphone and social media most common. Their migration and financial status, and language and digital literacy can increase their vulnerability to TFDA, making their experience more complicated. Appropriate digital services and resources together with face-to-face support services can be a way forward. Further research should focus on better understanding CALD women's perceptions of and responses to TFDA and explore ways to improve engagement with and use of community media channels/platforms.

This paper aims to address the concern that humans are experiencing unprecedented, rapidly changing conditions, in part exacerbated by a recent pandemic, digitization and ongoing wartime.

A paper that seeks to address what the authors are calling the “Educational Malaise”. The authors achieve this through a conceptual and theoretical exploration of the social nature of human beings and learning in the context of readings of human nature, and moral and rational powers.

It is proposed that education should be designed to empower learners to meet the demands of rapidly changing conditions. The ability to adapt is of primary importance for meeting the demands of the changing world, and the “Self-Directed Flourishing” meta-framework can help educators to meet this challenge.

Using conceptual and theoretical lenses, in this paper, the authors identify some core problems with traditional pedagogies in formal education and advance a person-centred, humanistic approach to pedagogy. The authors advocate for a new meta-framework for educators: “Self-Directed Flourishing”. The authors propose placing co-creation, courage and conceptual insight at the heart of educational policies and practices, which the authors suggest will nurture a dynamic, adaptable and ethical microculture for human flourishing in 21st-century education and beyond.