The opinions of parents as a school-based stakeholders on ELT curricula have been neglected by not only authorities but also the related literature. Except from their consent or demands' being a prerequisite for the application of intensive curriculum for 5th graders, parents do not have a role for the development or application of English…

In teaching newcomer students, educators must envision how to provide opportunities for language use and development through age-appropriate content instruction. This article describes a design research study, in which we developed and piloted 5th grade science units and studied the participation of two newcomer students in sense-making…

Content and language integrated learning (CLIL) is often introduced in school settings in an attempt to increase exposure to the foreign language (FL) and promote motivation and positive language attitudes. The present study examines how language learning motivation develops over the course of two academic years in two types of instruction setting…

The use of communication strategies (CSs) in oral and written second language (L2) production has been widely investigated (e.g. Muñoz, 2007). As for content and language integrated learning (CLIL) settings, learners seem to resort to the first language (L1) less often than in traditional foreign language instruction (e.g. Celaya & Ruiz de…

In a phenomenological case study, the author sought to gain an awareness of the lived experiences of 4th and 5th grade ESL students, their parents, and their teachers who participated in the MindUp mindfulness curriculum. The author was interested in the relationship between the mindfulness curriculum and SEL based on the perspective of all three…

This article recounts three studies that portray an evolution from research examining the effects of researcher-designed instructional interventions to research examining the impact of helping teachers to design their own instructional interventions. Study 1 investigated the effects of an instructional treatment designed by the research team on…

In this paper I underscore the notion of "languaging" as students' ways of functioning in and through language, particularly in interactions that involve spoken and written texts in the classroom. Thus, "to language" should be understood as active student participation - verbally, in particular - that can reveal how they deal…

Two-way immersion (TWI) programs in the US are not reaching their minority language learning potential. While English home language (EHL) students develop functional proficiency, their minority language (e.g., Spanish) remains grammatically inaccurate. Spanish home language (SHL) students may also develop non-native-like aspects. Scholars suggest…

This study compares the frequency and distribution of different types of corrective feedback (CF) (recasts, prompts and explicit correction) and learner uptake in 43 hours of classroom interaction at the 4th-5th grade level across three instructional settings: (1) two content and language integrated learning (CLIL) classrooms in Spain with English…

Psychometricians and test developers evaluate standardized tests for potential bias against groups of test-takers by using differential item functioning (DIF). English language learners (ELLs) are a diverse group of students whose native language is not English. While they are still learning the English language, they must take their standardized…

The passage of the federal No Child Left Behind Act of 2001 established foreign languages as a core curricular area. Nonetheless, educational policymakers at the state and local levels often opt to allocate greater resources and give instructional priority to content areas in which students, and ultimately the school systems themselves, are held…