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Admire Mhindu – Eurasian Journal of Applied Linguistics, 2025
Mother Tongue Education (MTE), despite being the most reliable method of learning, is a challenge for the African countries that fail to implement MTE policies due to lack of resources, stakeholders' attitudes towards mother tongues, and lack of political will. Keeping in view the plight of the primary implementers of such policies, hence, this…
Descriptors: Foreign Countries, African Languages, Native Language Instruction, Language Minorities
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Kassahun Weldemariam – Journal of Early Childhood Literacy, 2025
Numerous studies indicate that the language and literacy development of young children is highly contingent upon the construction of an enriching home literacy environment. Using sociocultural theory as a framework, in this article I explore how a bilingual child's language and literacy acquisition is embedded as a social practice within the home…
Descriptors: Native Language, Second Language Learning, Literacy, Bilingualism
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Robin E. Harvey; Patricia J. Brooks – Language Teaching Research, 2025
Children learning Chinese must cope with an opaque orthography lacking transparent relations between oral pronunciations and written characters: a challenge heightened for L2 learners. Use of digital Pinyin input may facilitate connections between oral and written language by allowing learners to access vocabulary they cannot yet write. We…
Descriptors: Written Language, Chinese, Language Arts, Grade 4
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Isabel García-del-Real; Maite López-Flamarique; Mónica Aznárez-Mauleón; Izaskun Villarreal – Language Awareness, 2025
Studies analysing the metatalk generated in collaborative writing (CW) tasks have primarily targeted secondary or adult students who wrote either in L1 or L2, and have seldom examined the process of their writing in two languages. Furthermore, these analyses have mostly focused on accuracy discussions and have ignored discussions aimed at making…
Descriptors: Second Language Learning, Second Language Instruction, Native Language, Languages
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Christina Maligkoudi; Giorgos Mavrommatis – Diaspora, Indigenous, and Minority Education, 2025
Minority schools in Greek Thrace implement a model of bilingual education in primary and secondary education, where half of the lessons of the curriculum is taught in Greek and the other half, in Turkish. Although, at an institutional level, the bilingual character of the minority schools in Thrace is clearly defined regarding both legal…
Descriptors: Bilingual Education, Native Language, Second Language Learning, Greek
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Soili Norro – Journal of Multilingual and Multicultural Development, 2024
The main focus of the article is on teachers' classroom language practices in eight primary schools in Oshana and Khomas school regions. Language ideologies and translanguaging practices were used as a theoretical framework to evaluate the language ecologies that were created by the language practices in the schools included in the research study.…
Descriptors: Foreign Countries, Second Language Learning, Second Language Instruction, English (Second Language)
Georgia Earnest García – Guilford Press, 2025
This research-based, highly practical volume presents ways teachers and schools can accelerate literacy achievement with bilingual K-6 students in both English and their home languages. Georgia Earnest García shares innovative instructional strategies for students with different language backgrounds in multiple settings--bilingual/ESL classrooms,…
Descriptors: Literacy Education, Bilingualism, Evidence Based Practice, Kindergarten
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Joanine Hester Nel; Frenette Southwood; Michelle Jennifer White – Language Acquisition: A Journal of Developmental Linguistics, 2024
The acquisition of passives is well-studied in many languages, with evidence of crosslinguistic differences in the age at which passives are acquired. The aim of this study is to add to the existing knowledge of child acquisition of passives by providing data from Afrikaans and isiXhosa, two under-researched and typologically different languages…
Descriptors: African Languages, Child Language, Language Acquisition, Language Classification
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Margreet Vogelzang; Ianthi Maria Tsimpli; Anusha Balasubramanian; Minati Panda; Suvarna Alladi; Abhigna Reddy; Lina Mukhopadhyay; Jeanine Treffers-Daller; Theodoros Marinis – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2025
In a highly multilingual country like India, challenges and opportunities arise in education and language policy. Although multilingualism is often associated with developmental advantages, Indian primary school children generally show low learning outcomes, specifically on literacy. Here we examine the influence of mother tongue education and…
Descriptors: Multilingualism, Barriers, Language Planning, Language of Instruction
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Adriana Soto-Corominas; Marta Segura; Helena Roquet; Noelia Navarro; Yagmur Elif Met – International Journal of Multilingualism, 2025
Research on the effects of bilingualism on third language (L3) development set in bilingual communities is scarce, outdated, and has provided mixed results. This study investigated the effects of exposure and age of onset of acquisition (AOA) of L3-English, as well as first and second language (L1/L2) skills and use, in the development of…
Descriptors: Foreign Countries, Spanish, Romance Languages, Bilingualism
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Llorenç Comajoan-Colomé; Cristina Illamola; Montserrat Sendra; F. Xavier Vila i Moreno – International Journal of Multilingualism, 2025
This study investigates the longitudinal development of language attitudes towards Catalan and Spanish over a five-year period in the transition from primary to secondary education of a sample of students (N = 1,143) in Catalonia and Aragon. Two research questions were investigated: (1) How do language attitudes develop over time? and (2) How do…
Descriptors: Language Attitudes, Spanish, Romance Languages, Longitudinal Studies
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Joanne Christine Schoeman; Salomé Geertsema; Mia le Roux; Lidia Pottas – Journal of Language, Identity, and Education, 2025
Classrooms across the world are becoming more diverse, forcing mainstream teachers to accept responsibility for teaching second language (L2) learners. As a result, pedagogical translanguaging has come to the fore as a potential practice to help L2 learners perform academically. In South Africa pedagogical translanguaging had not previously been…
Descriptors: Teaching Methods, Classroom Communication, Private Schools, Code Switching (Language)
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Faidra Faitaki; Sophie Liggins; Victoria A. Murphy – First Language, 2025
Children's oral language skills at the earliest stages of education are known to determine their success at school later on. Improving oral language skills is achievable through targeted intervention, and drama can be an effective intervention medium, but its potential has not been extensively evaluated to date. The present study piloted an…
Descriptors: Oral Language, Drama, Intervention, Comparative Analysis
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Nancy Gagné; Leif M. French; Kirsten M. Hummel – Language Teaching Research, 2025
Within the same learning context, learners' outcomes in terms of oral fluency vary greatly. This study tracked the relative contributions that first language (L1) and initial second language (L2) fluency skill and working memory (WM) made to L2 fluency development. We assessed the performance of French-speaking Grade 6 learners' (n = 47, mean age:…
Descriptors: Language Fluency, Short Term Memory, Native Language, Second Language Learning
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Kaisa Hahl; Konsta Lehtovuori; Maija Pietarila – Scandinavian Journal of Educational Research, 2025
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…
Descriptors: Video Technology, Second Language Learning, Second Language Instruction, Language Usage
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