In order to reduce language-related disparities in educational attainment, teaching standards in many (Western) countries nowadays request teachers of all subjects and grades to focus on their students' academic language development: Especially second language learners and socioeconomically disadvantaged students need continuous and systematic…

A growing body of research has examined the incorporation of English as a Lingua Franca (ELF) into Second Language (L2) instruction in various settings. Despite pedagogical innovations in L2 classrooms, little research has embodied retrospective explorations of the impact of ELF interventions with concrete instruments to measure the exact change…

Despite the increasing use of English as a medium of instruction (EMI), teachers who teach at EMI schools encounter significant challenges, such as difficulties in teaching content-subjects in English and students' limited understanding of content presented in English. To examine the extent of these challenges, six early-full and 14 late-partial…

Many educators in immersion contexts support a policy of strict separation of languages in the classroom as the ideal model for second language acquisition and are reluctant to make connections between the dominant language, the target language and pupils' home languages. This can result in missed opportunities for drawing on pupils' entire…

Schools are increasingly using content and language integrated learning (CLIL) approaches to education, whereby the teaching of subject content and an additional language occurs in an integrated manner. While language and learning are inextricably linked and the rewards of CLIL many, integrated teaching requires a specialised professional…

In bilingual education programmes, teachers, particularly content subject teachers, play an important role in helping students master content knowledge and the target language simultaneously. In this regard, teachers' language awareness, which will affect their pedagogical practices, is crucial. Collaboration between content subject and language…

Research has established the link between socioeconomic status (SES) and children's reading development. However, the theoretical mechanisms underlying the association between them have yet to be fully understood. Moreover, few previous studies exploring the mechanisms tapped both first language (L1) and second language (L2) at the same time. In…

This article drew on the recent dynamic, distributed view of "translanguaging and flows" and the New Materiality view of meaning making to explore content and language integrated learning (CLIL) activities in an English-Medium-Instruction (EMI) secondary Science classroom. Fine-grained analysis of the multilingual and multimodal…

Analysis of conversations between international university students in the Corpus of English as a Lingua Franca Interaction (CELFI, McDonough & Trofimovich, 2019) has demonstrated that holds, which are temporary cessations of dynamic movement, are a robust visual cue of nonunderstanding that can be reliably interpreted by external observers as…