The chapter provides guidance on course design and pedagogical practices that are essential, not only for effective teaching but also for making the case to hiring and promotion committees regarding your ability to reach to students and help them learn. The chapter introduces approaches that are inclusive and broad-minded in their choice and framing of content as well as in their classroom practices. Readers will also find guidance for practicing their craft on remote and hybrid teaching platforms.

Faculty readiness in any context is a measure of the preparedness of faculty to teach in that context. This quantitative case study examines the higher education instructors’ perceptions of their readiness to teach online. It highlights how the sudden pandemic triggered transformation of higher education to the virtual modality has disrupted teaching at places like Pakistan where the educators were not ready enough for the transition since it involves more than switching to an online modality as Kaplan propounds (see chapter 1 of this volume). The urgency of the situation made teachers feel overwhelmed without necessary guidance and training. This chapter also offers recommendations on what can be done about the situation. The teacher-readiness questionnaire developed by Martin, Budhrani and Wang (2019) was adapted according to the context of the study. The data collected from 170 instructors were analysed statistically by employing descriptive statistics and MANOVA through SPSS. The findings of the survey have significant implications for instructors, heads of higher education institutions, higher education commission and policy makers in similar countries.

This chapter draws together many of the ideas discussed in other chapters by looking at the points to consider when doing curriculum design on the vocabulary component of a language course. It also describes important vocabulary principles by seeing how learners can be encouraged to take control of their vocabulary learning. This chapter follows a traditional model of curriculum design consisting of goals, needs analysis, environment analysis, principles of vocabulary learning, format and presentation, content and sequencing, monitoring and assessment and evaluation. It also considers how the essential vocabulary learning conditions of repetition and quality of processing can be built into a language course, and presents eight practical recommendations for improving the opportunities for repetition and quality of processing of the target vocabulary in a course. The chapter also explores how learners can be helped to become autonomous in their vocabulary learning using principles based on the parts of the curriculum design model.

This case study describes the planning, implementation and evaluation of a two-year task-based language teaching (TBLT) strand within an English major curriculum at a Japanese university. The project took place over a five-year period between 2001 and 2006 in a relatively challenging context for TBLT. The prevailing opinion was that learners did not have specific needs for English, necessitating general language instruction. With the purpose of providing more focused, goal-oriented instruction, the project incorporated a task-based needs analysis (Long, 2005) that triangulated information from employment records, interviews and a sequence of surveys to build a consensus on the critical second language tasks faced by graduates (Lambert, 2010). This information fed into the design, implementation and evaluation a two-year TBLT program. The case study describes the project as input for TBLT projects in similar contexts.

This chapter focuses on implementing transformative pedagogy as a solution to support students in their learning rather than feeding into their learning anxiety. The officers who join the Ecole de guerre (French War College) have been taught English through communicative and transactional methods, acquiring grammar and linguistics rather than the ability to communicate in the language. Provided in this chapter is a description of the implementation of a new approach, TLLT, based on learner autonomy and the lessons learned in the process: (1) the need for caution in analyzing the learning environment to avoid introducing a method without properly adapting it, (2) the transition from one method to another that allows the metanoic process and transformation to happen, and (3) all all the key players - the head of department/course designer, the faculty, the leadership of the college and, last but not least, the students experienced the metanoia. The most important lesson? When students realize that TLLT is about transforming their frame of reference and not re-setting who they are, their motivation rockets through the roof.