3 T H E E U R O P E A N J O U R N A L OF A P P L I E D L I N G U I S T I C S A N D T E F L 1 LEADERSHIP IN THE LANGUAGE CLASSROOM: IMPLICATIONS FOR TEACHER EDUCATION Vincent Greenier, University of Aberdeen, UK ABSTRACT There is a growing interest in the pedagogical and professional benefits of classroom leadership in language teaching, and while numerous studies have explored the various characteristics, competences, behaviours and practices of leadership, how to develop these skills through language teacher education and training has not been adequately addressed. This conceptual article examines the existing literature on classroom- based leadership in language teaching, collates the myriad of traits and behaviours reported to encompass leadership qualities and offers a typology for leadership skills that could inform language teacher education and training courses and programmes. Based on the methodologically and theoretically diverse literature on leadership in the language teaching and learning context, two main categories of a guiding typology are proposed, teacher engagement, including reflective practice and differentiating instruction, and factors related to enhancing the learning environment for teachers and students, including teacher empowerment and relationship-building. After explicating the categories, recommendations are made for how language teacher education can constructively implement a greater focus on leadership competences and behaviours and devote more attention to instilling within teachers the skills and mindset needed to be effective teachers and committed leaders. KEYWORDS Leadership, teacher education, engagement, reflective practice, empowerment. 1. INTRODUCTION In the field of education, leadership has become a buzzword synonymous with academic innovation and success, and while its application in legislative, bureaucratic and managerial matters has been well researched, the concept has more recently been applied to classroom-level processes, behaviours and practices (Pounder, 2008a, 2014; Warren, 2021). Indeed, a substantial body of literature has explored and, to a large degree supported, its critical role as a characteristic of exceptional teachers in the context of general education (Crowther et al., 2009; Harris, 2013; Katzenmeyer & Moller, 1996; York-Barr & Duke, 2004). However, there is far less research that has investigated the construct in second language teaching. Particularly lacking is a theoretical or practical exposition of how leadership skills can be imparted through teacher education and training.