The profession of a language teacher is widely recognised as people-centred, yet too many teachers experience a sense of professional loneliness in the performance of their duties. Teachers are planning their lessons in solitude and then reflecting on them without the possibility of sharing their concerns or advancements with professionals in their field. Despite continuous interaction at work with our colleagues, school officials and students, we seldom share perspectives, purpose and practice with a wider professional community. Over time, this isolation becomes a norm, and we seldom get to celebrate our small achievements or the pitfalls that we face . . .
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