While translanguaging has been adequately researched in various educational sectors, there is scant research at the primary-level English-L2 classroom in the Chinese educational context. Within a monolingual English-only immersion policy favoured by the state in China for many decades now, translanguaging has been a debated issue recently. Within…

The study examined the relationship between children's explicit knowledge and awareness of diglossia (EKAD) and learning Arabic in school. Additionally, this study addresses the interrelationships between EKAD and oral comprehension, lexical, phonological, and morphosyntactic awareness upon the transition to reading to learn. Thirty typicaly…

The Italian linguistic space has radically changed through the onset of the new millennium due to the presence of innovative multiple linguistic practices that have taken place as a consequence of deterritorialization processes. Furthermore, Latino diaspora in recent years have fostered the appearance of new forms of Global Spanishes (García and…

The non-native English-speaking teachers' (NNESTs) beliefs about the monolingual approach have not been sufficiently studied in the teaching of English as a foreign language (EFL). In examining the NNESTs' beliefs about that issue, the present study adapts Guy Cook's recent framework, according to which the monolingual approach is based upon four…

This paper reports a study of how context influences a content-based language teaching (CBLT) project in China, an approach which is fairly new in the country, in its implementation in three middle schools. It identifies three aspects of the context which have a crucial effect on classroom practice. These are the perceptions of the project and its…