Co-learning, co-planning, and co-shifting to build critical (trans)language(ing) awareness: case studies from the field.

This article discusses the importance of collaborative work between teachers and teacher educators/researchers in developing critical (trans)language(ing) awareness. The authors argue that previous research has focused on the transfer of knowledge from researcher to teacher, neglecting the role of the teacher educator in the collaborative process. The special issue explores case studies from diverse contexts and languages, highlighting the co-learning, co-planning, and co-shifting that occurs between teachers and researchers. The authors emphasize the dynamic and ongoing nature of developing critical language awareness and recommend collaborative approaches to teaching and learning. [Extracted from the article]

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