There are multiple dimensions to the work that language teachers and teacher educators do in their institutions, and beyond, besides teaching in classrooms and doing research. They all perform some sort of professional service, be it administrative or committee work or taking on management and leadership roles. Professional service is the focus of this chapter, and cases include meeting with dissatisfied parents, serving on a Department of Education working group, and giving a talk to pre-service teachers.

This chapter details the potential applications of corpus linguistic research in the study and mitigation of misogyny. The chapter begins by introducing the MANTRaP (Misogyny ANd The Red Pill) project and the work done in this project to examine language used across the online manosphere – a ‘loose online network’ of communities united by a shared anti-feminist ideology (Marwick and Caplan, 2018: 543). This chapter discusses findings from various studies conducted by project team members on corpora collected from online manosphere communities to examine, among other things, anti-feminist discourse and representations of gendered social actors. Following an overview of the academic work done by project team members, we then discuss practical applications and impacts of this research for the purposes of safeguarding children and young people from potential online harms. This discussion centres on various aspects of our work with a number of organisations involved in such safeguarding. In particular, our discussion centres on our contributions to the safeguarding efforts of these organisations through raising awareness with relevant stakeholders, producing and delivering safeguarding materials and training, and consultancy work for software companies providing safeguarding and monitoring solutions to schools. In the discussion, we also reflect on the formative work with non-academic stakeholders that leads to tangible impacts as well as the real-life implications of the applications emerging from this work. These include an increased public and academic focus on the communities researched and the language used in those communities and the use of research findings in safeguarding software designed for the online surveillance of children in schools.

In general, curricula for language teacher education programmes follow some iteration of Schulman’s original framework (1986), which, at its most basic, distinguishes content knowledge and pedagogical knowledge. Other components such as technological knowledge (Mishra and Koehler 2006), wisdom of practice, and research (Farr and O’Keeffe 2019) have since been used to imbue and expanded Shulman’s original conceptualisation. In this chapter, we discuss how corpus-based approaches easily align with various curricular components in ways which ultimately enhance the pedagogic approaches utilised with practising and prospective language teachers. To do this, we draw on Farr and Leńko-Szymańska’s (2023) tripartite framework, which articulates the potential modes of corpus integration in teacher education programmes. These include: corpus literacy (CL), which focuses primarily on subject content and technological knowledge; corpus-based language pedagogy (CBLP), which focuses primarily on pedagogical content knowledge; and corpus-based reflective practice (CBRP), which focuses primarily on pedagogical content knowledge, wisdom of practice and research.

It is widely recognised that weight stigma in news media is a problem, with selection of images, language, and news frames shown to contribute to negative and stereotypical representations. In response, several Australian, UK, and international organisations active in improving perceptions and treatment of people with obesity have published media guidelines. Some of these guidelines have been developed drawing on linguistic research or expertise and thus represent clear attempts at societal impact (changes in journalism practices, with presumed flow-on effects on policymaking, public perception, discourse, etc.). This chapter first reviews the recommendations that obesity media guidelines make, focusing specifically on language use. We show similarities and differences across six guidelines published for Australian, UK, and international contexts. Taking a corpus linguistic approach, we then examine to what extent selected advice on language choices from the guidelines is adhered to in journalism in Australia. We analyse dispreferred language (identity-first language and use of nominal-adjectival, the obese), preferred language (person-first language), and pejorative versus euphemistic labels. Focusing on people-first and identity-first language, we also include a comparison with a similar British corpus. The chapter concludes with critical reflections on application and impact, including the potential role of corpus linguistics in this area.

Effective language teaching and learning means managing instructional activities in the classroom, managing students and any issues they present, and managing one’s own professional conduct and learning. Cases in this chapter examine management issues, from New York City in the USA, to Thailand, to Poland, and include topics such as the field trip (that never happened), planning too much lesson content, and managing a new student in class.

Besides teaching, managing their classrooms, and assessing learners, teachers also take care of their own development, sometimes with the support of their workplace institutions or professional associations. This chapter presents cases that offer opportunities to examine a variety of teacher professional development types including doing a PhD part-time, conducting workshops for teacher colleagues, and going on a short-term study-abroad exchange.

This chapter discusses corpus applications to language teaching and learning, focusing specifically on the use of corpora and corpus linguistics research for informing coursebook and assessment development. A number of studies undertaken by the authors are discussed with a view to highlighting both the affordances of corpus linguistics for supporting such indirect applications to language education, as well as the barriers of using corpus linguistics research to inform stakeholder practices. Focusing on the use of corpora by materials writers, the use of learner corpus research and spoken corpus research for assessment refinement and design, and the use of corpus research for materials design, this chapter reflects on engagement with stakeholders in this domain over the last fifteen years. Drawing together the lessons learned from these studies, this chapter offers a critical reflection on the relative impact achieved in each study, while also proposing guidelines for those interested in working with stakeholders to co-design research and produce relevant and appliable research.

As teachers go about their work of teaching in classrooms, doing research, and performing leadership duties, their psychological and emotional wellbeing is constantly under pressure in the workplace. This final chapter presents cases where wellbeing dilemmas are exposed. It includes a teacher educator who is under pressure from management to retire, a teacher coping with a heavy post-study abroad workload, and a teacher having to deal with students’ complaints.

This chapter will analyse and reflect upon the generation of impact from a learner corpus study of children’s writing. The study investigated how school students’ use of grammar and vocabulary develops through the course of their academic careers, from age five to sixteen. Findings had evident impact for the teaching writing across all age groups and disciplines. Specifically, they provided evidence which we used to (a) increase professional understanding of the characteristics of syntactic and vocabulary development in writing; and (b) develop professional practice in the teaching of writing. In the chapter, we first summarise previous relevant research on writing development before describing our own study, its key findings, and their implications for teaching practice. We then discuss how we reached a variety of education professionals in the UK and beyond. We emphasise in particular the key concrete steps in generating impact through workshops, online media, and professional publications, and we discuss the importance of partnerships with diverse stakeholders. Finally, we reflect on some of the challenges associated with developing impact from education research, particularly with regard to the ethics of working with government bodies and the difficulties of evaluating impact on educational practice.

This Facilitator Guide suggests ways in which the case components can be used. Merseth (1996) states that in the case method, the facilitator “plays a very important role – guiding, probing, directing, giving feedback or sometimes simply observing the exchanges and contributions among the class members” (p. 727). The Guide first addresses general facilitator guidelines that apply to the use of this casebook in all types of teacher education and professional development (PD) situations where the casebook is used. “Facilitator” in this section means a teacher educator working in an institution, a teacher trainer, or a facilitator of continuing PD workshops. These broad guidelines are followed by more specific suggestions for using the case components (a) in classroom or workshop discussions, (b) in online discussions, (c) for assignments, and (d) for the purposes of research.

This chapter describes ongoing corpus-based research on representations of Islam in the British press. The study involved building large corpora of newspaper articles about Islam and/or Muslims and using techniques like collocation and keywords to identify patterns of representation as well as differences between newspapers and change over time. The chapter outlines some of the key findings of the research as well as describing the various impact activities that were carried, and the challenges these presented. This includes working with a number of groups (ENGAGE, MEND, the Centre for Media Monitoring), presenting our work at the Labour Party Conference and in Parliament, as well as giving talks in mosques. We also detail how our project resulted in the creation of additional collections of newer corpora, enabling further examination of how representations have changed over time.

This chapter sets the scene for the volume by exploring the application of corpus linguistics across established and emerging contexts, examining its evolving role and methodological innovations both within the academy and beyond it. It discusses how corpus linguistics has expanded from foundational work in language pedagogy to address interdisciplinary needs, including social justice initiatives and policy influence. The chapter highlights diverse perspectives on what it means to ‘apply’ corpus linguistics, noting that this notion is shaped by the various cultural, institutional, and disciplinary contexts in which it is taken up. The chapter emphasises the importance of engaging with stakeholders and adapting corpus methods to new domains, from education to media and law enforcement, aiming to achieve social impact through research. Additionally, it reflects on the relational, social, methodological, and institutional dimensions that characterise the practical application of corpus linguistics today. The authors call for critical reflection on these dimensions to inform future applications, ultimately positioning corpus linguistics as a versatile and impactful methodology and field for addressing complex linguistic, professional, and societal challenges.

Thirty years since Johns (1990) coined the term ‘data-driven learning’ (DDL) to describe direct engagement with language corpus data, tools, and techniques for pedagogical purposes, DDL has become a popular area of applied corpus linguistics. However, one issue with the majority of DDL studies to date stems from a lack of focus outside of tertiary education. This leads to the applied linguist always being the main stakeholder, rather than teachers or indeed the students or institutions, and we currently have little information regarding how in-service teachers fare with DDL when the applied linguist is not in the room. This chapter presents two case studies exploring the experiences of four secondary school teachers who help to implement two different DDL interventions, one focusing on English as an additional language, the other focusing on DDL for science research report writing. Importantly for both cases, while an applied linguist developed the DDL activities, the teachers carried out many of the activities in class without the applied linguist present. Data is comprised of detailed individual interviews, coded and categorised into themes. The findings shed light on how DDL is perceived by subject content teachers when they are responsible for carrying out the intervention and provide an honest appraisal of the potential applications and impact of DDL when carried out by a non-linguist.