Abstract Professional learning communities (PLCs) offer essential contextual support for the development of foreign language teachers in higher education. The book Building Professional Learning Communities of Foreign Language Teachers in Higher Education , co-authored by Wen et al. (2021) systematically examines the necessity, practical measures, theoretical construction, and outcomes associated with building PLCs for university foreign language teachers. Notably, it introduces a research methodology rooted in local teacher education practices with Chinese characteristics — the dialectical research paradigm (DRP). This review introduces the content of the book, evaluates its contributions to teacher development, and explores its implications for future practice and research.
Shuai Zhang (Sun,) studied this question.