Review of Intersection Session: TEIS and ALIS

Bridget Schvarcz, The Hebrew University of Jerusalem, Jerusalem, Israel

On Friday, March 27, 2026,  the TEIS–ALIS intersection session  at  the 60th TESOL International Convention & Expo in Salt Lake City., titled “Knowledge About Language for Preservice Teachers: The Conversation Continues,” brought together scholars and practitioners to explore the role of metalinguistic knowledge in teacher education. Co-hosted by the Applied Linguistics and Teacher Education Interest Sections, the session built on earlier discussions initiated during the TESOL virtual convention and invited participants to engage in an ongoing dialogue around a central question: What knowledge about language do preservice teachers need, and how should it be developed?

The panel featured three international teacher educators, Aimee Schoonmaker (University of Central Florida, USA), Khanh-Duc Kuttig (University of Siegen, Germany) and Bridget Schvarcz (The Hebrew University of Jerusalem & Tel Aviv University, Israel), and was moderated by Miriam Moore (University of North Georgia, USA).

The panel highlighted both conceptual and practical dimensions of metalinguistic knowledge. Speakers emphasized that beyond linguistic terminology critical knowledge involves a deeper awareness of how language functions and how it can be used as a resource for meaning-making in the classroom. Drawing on classroom-based research and program design, panelists shared approaches to fostering this awareness, including reflective practices, targeted grammar modules, and activities that connect theory to pedagogical application. A recurring theme was the importance of moving away from prescriptive views of language toward more flexible, descriptive, and context-sensitive understandings.

It may seem self-evident that language teachers should “know a lot about their subject”; however, it is neither realistic nor necessary for teachers to master the full scope of linguistic knowledge in advance. While a foundational level of linguistic knowledge is essential for effective teaching, including an understanding of word classes and core grammatical principles, what teachers need is practical, usable knowledge that supports real classroom decision-making. This involves the ability to anticipate learner difficulties, respond to questions, and make sense of language as it emerges in interaction.

Importantly, such knowledge is not static but develops continuously through teaching practice itself. As teachers engage with learners, encounter unexpected language issues, and reflect on their instructional choices, they refine and deepen their understanding over time. In this sense, knowledge about language is not something teachers simply acquire before entering the classroom, but something that evolves alongside their professional teaching experience. 

The discussion also addressed broader shifts in the field, including changing perceptions of grammar, the influence of digital communication, and the growing presence of generative AI and how it could be leveraged in teacher education for fostering teacher’s language awareness as well as developing linguistically-informed classroom practices.

The session concluded with a strong sense of shared purpose and a commitment to preparing reflective, informed, and effective language teachers. This conversation should not end here. We invite teacher educators and researchers to engage in this dialogue across contexts, to question assumptions, share practices, and rethink how we prepare preservice teachers for the realities of today’s classrooms.

Bridget Schvarcz, PhD,  is the chair-elect of TEIS and is an assistant professor of TESOL, head of the Unit of English as a Foreign Language at the Hebrew University of Jerusalem. She is a lecturer in the MA TESOL program at Tel Aviv University and has been a teacher educator for the Israeli Ministry of Education for over a decade.