This book reignites discussion on the importance of collaboration and innovation in language education. The pivotal difference highlighted in this volume is the concept of team learning through collaborative relationships such as team teaching. It explores ways in which team learning happens in ELT environments and what emerges from these explorations is a more robust concept of team learning in language education. Coupled with this deeper understanding, the value of participant research is emphasised by defining the notion of ‘team’ to include all participants in the educational experience. Authors in this volume position practice ahead of theory as they struggle to make sense of the complex phenomena of language teaching and learning. The focus of this book is on the nexus between ELT theory and practice as viewed through the lens of collaboration. The volume aims to add to the current knowledge base in order to bridge the theory-practice gap regarding collaboration for innovation in language classrooms. Foreword : Dick Allwright Preface : Akira Tajino Part 1: Characterising ELT collaboration and innovation 1. Situating collaboration, team teaching, team learning and innovation in ELT practice, Tim Stewart 2. Beyond team An introduction to team learning in language education, Akira Tajino and Craig Smith Part 2: Team teaching collaborations 3. A sociocultural analysis of effective team teaching in a Japanese language classroom, Tatsuhiro Yoshida 4. Collaboration between English language and content Breaking the boundaries, Chris Davison 5. Doing international development through team teaching, Bill Perry 6 . Beyond the deficit Co-constructing team teaching to address learner goals and needs, Francesco Bolstad and Lori Zenuk-Nishide 7. Interdisciplinary collaboration to promote L2 science literacy in Hong Kong, Chaoqi Fan and Yuen Yi Lo Part 3: Collaborative innovations beyond team teaching 8. Communication, technology and collaboration for innovation, Julian Edge and Mariam Attia 9. The dynamics of team learning in the creation of a higher education learning A narrative inquiry, Tim Stewart 10. The leregogy of curriculum Teaching and learning as relational endeavours, David Rehorick and Sally Rehorick 11. A 5000-mile virtual collaboration of team teaching and team learning, David Dalsky and Mikel Garant 12. Peer mentoring for beginning Factors contributing to professional identity development, Hoa Thi Mai Nguyen