Since the initial application of the 'affordances' concept to the context of language learning by van Lier, relatively few studies have continued to explore its implications for second language (L2) learning. This study examines from an emic perspective the affordances that 13 Spanish learners in a study abroad context perceived in their…

This study explored the effects of listening-based lexical focus-on-form (lexical FonF) on the acquisition and retention of morphologically complex words. One hundred eighty-two adult English learners with two levels of English proficiency (higher and lower proficiency) from a public university in mainland China were assigned to three different…

Research on Content and Language Integrated Learning (CLIL) programmes has shown that teachers find it difficult to integrate content and language in their teaching, and that this may be due to a lack of a specific type of teacher language awareness (TLA) for this type of teaching. This study explores how TLA for CLIL is manifested in metatalk in…

Studies have shown that informing language learners about the literal underpinning of idioms can help them to remember these expressions. It has also been suggested that prompting learners to guess the meaning of lexical items may be beneficial because it can pique their curiosity and promote cognitive engagement. In the case of idioms, the…

While CLIL programmes have been extensively researched for their impact on L2 learning outcomes, the relationship between young learners' L2 proficiency and subject knowledge has received less attention. This study aimed to address this research gap by examining the science content knowledge of two cohorts of Grade 5 students (n = 100) from two…

The paper builds on ethnographic fieldwork in a Language Introduction program for recently arrived students in an upper secondary school in Sweden. In a short period of time, this program prepares students for using Swedish as an academic language, in order to enter a national program. One response to this challenge is that schools allocate the…

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…

While multi-peer feedback has been increasingly implemented in the academic writing classroom in English as a foreign language (EFL) contexts, scant attention has been paid to the development of culturally-situated student feedback literacy arising from the provider-provider interaction in teacher-centered EFL classroom contexts. This study…

Morton's "language knowledge for content teaching" (LKCT) is a powerful tool for understanding interactions in content and language integrated learning (CLIL) classrooms, as well as CLIL teachers' knowledge base and teacher language awareness (TLA). However, often lacking in the body of research on TLA and LKCT is an explicit stance on…

This study examined the effects of bottom-up instruction (BI) on a high-stakes listening test for second language (L2) listeners and compared these effects with those of strategy instruction (SI) in relation to their proficiency levels. Two intact classes (48 L2 listeners) of different L2 listening proficiency levels received five weeks of BI and…

This paper reports on research conducted within the frame of an international online cooperation between Germany and Israel (CoGI). Diverse, multilingual student groups co-construct multilingual websites on educational initiatives. The aim is to raise prospective teachers' language awareness (LA) and cultural awareness (CA) for cooperation in…

This study explored the effects of learning activities which encouraged positive crosslinguistic influence from L2 Spanish to L1 English grammar in young learners. The learners (N = 82) were studying Spanish as their compulsory foreign language at an English state primary school in the UK. As part of ten timetabled Spanish classes over a period of…

Playback controls or audio/video control (AVC) buttons are common in technology-enhanced listening materials but are often overlooked in CALL theorizing and research. It is unclear how language learners use AVC buttons when they independently access computer-based L2 listening materials. This qualitative case study aimed to understand how…

This multiple case study-based investigation examined teacher language awareness (TLA) for content and language integrated learning (CLIL). This study was carried out in three teacher education programmes in Argentina, Colombia, and Ecuador during two consecutive academic years (2019-2020, 2020-2021), and it sought to explore teacher educators' (n…

Framed by the concept of critical language awareness, this study validated a survey to assess teachers' ideological beliefs and attitudes toward English learners (ELs)/multilingual learners (MLs) in content classrooms. Employing exploratory factor analysis (EFA), the study identified three major constructs of teachers' beliefs and attitudes from a…