An increasing body of research has explored patterns of interaction and peer support among young learners. Although some studies suggest that young learners can engage in collaboration when interacting on tasks, other studies indicate the opposite. Moreover, despite the claims that peer collaboration is conducive to learning, studies have not paid…

Despite the importance of speaking in developing learners' command of language, due to a paucity of research in the domain, little is understood of teachers' systematic strategy instructional practices to improve the quality of their students' utterances. This study sought to address this gap in knowledge through the study of the practices of an…

In this position paper we highlight language as a perennial factor contributing to compromised meaning-making in multilingual primary school mathematics classrooms. We note use of the term 'translanguaging' in discussions around mitigating this meaning-making challenge. The paper argues that, while much work remains to be done towards clarifying…

This article highlights the need for a new type of corpus that will combine both a learner and a pedagogic corpus. The need for such a type of corpus is underlined by the interaction between input and output and the expected impact of the former on the latter within all instructional settings. Such a corpus will allow us to collect data, including…

This article draws on data from a British Council-funded project which aimed both to compare global early English language learning (EELL) pedagogic practices in 2020 with those in 2010 and to investigate current EELL teaching and learning in primary schools. The project had an explicit focus on classroom language practice, that is, the languages…

This is an ethnographic case study that explores and examines the translanguaging practices of three bilingual teachers in a rural elementary school in deep south Texas. Translanguaging guides this analysis. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without…

While teachers value cultural and linguistic diversity, they see the benefits of speaking different languages "in the future tense," feeling it hard to specify how language differences positively impact students' learning in the present. This study explores teachers' temporal perceptions of language differences, specifically focusing on…

A compulsory foreign language in Finland starts now in Grade 1 instead of Grade 3. The change has forced teachers to adopt new teaching methods. As young learners are not yet literate, teaching should focus on oral skills and awareness of diversity. Video data from 19 early foreign language lessons of five English, German, or French teachers in…

Background/purpose: This study addresses a critical lacuna in language teacher education by implementing and evaluating a video-enhanced coaching program designed to strengthen interactive skills and self-efficacy among English as a Foreign Language (EFL) pre-service teachers. Materials/methods: Conducted over two academic years, the research…

This study examines how language ideologies are negotiated and navigated in a linguistically diverse kindergarten group in Germany, focusing on the multilingual language practices of teachers and children. Drawing on data generated during 3months of focused linguistic ethnographic fieldwork, I analyse situations in which children and teachers…

The purpose of this study is to investigate how triadic dialog promotes generalization of growing figural patterns during classroom talk in multilingual classrooms and crucial linguistic terms that the teacher and students draw on in their home language, as they engage in pattern generalization. Ten sessions in two classrooms in grade 7 were…

This research compares the use of triadic dialogue and translanguaging in two multilingual grade seven classrooms where algebra is taught in a foreign language. Ten lessons in one classroom that involve teaching properties and seven lessons in another classroom that involve teaching conventions were video- and audio-recoded and then transcribed.…

In a multilingual classroom, students come from diverse linguistic and cultural backgrounds. They bring various cultural experiences, knowledge, and linguistic resources with them, however, most of the time, these resources remain unutilized as the medium for discourse in the classroom is often the dominant language. As a result, minority…

This qualitative study examines strategies used by children in a kindergarten dual language immersion (DLI) class, when enacting and negotiating intersecting social constructions such as ethnicity, social class, and bilingualism. Drawing on data collected during the 2017-2018 academic year, this paper uses an intersectional lens to describe the…

As language classrooms become increasingly diverse, educators face a daily challenge of navigating linguistic, cultural, and learning differences among students from different cultures and backgrounds. The diverse language environment, which many educators perceive to be challenging to manage, also presents valuable opportunities for implementing…