This cross-sectional study aimed to explore the nature and the patterns of lexical growth in content and language integrated learning (CLIL) and non-CLIL learners across three successive academic years. To pursue the purpose of the study a total of 110 female students of six classes in 3rd, 4th, and 5th grades in both bilingual and monolingual…

The article examines the current situation of language instruction in higher educational institutions in the Republic of Kazakhstan. Higher educational institutions play a crucial role in providing professional training in the country. The official language strategy focuses on developing the Kazakh language as the language of science. The…

Most private schools in India follow the Alphabet-Spelling method to teach reading in English. This approach bypasses letter-sound correspondences and focuses on rote memorization and sight-word recognition. In an effort to provide students with more recent evidence-based practices in reading instruction, this study examined how phonics-based…

Foundational literacy is a key lever for achieving higher levels of learning and societal wellbeing. However, with an enrolment of over 250 million children in schools, India is currently challenged by learning deprivation. Growing uptake of English-medium education along with less-than-optimal English literacy instruction practices present an…

Given their significance in daily life and frequent inclusion in clinical and educational assessments, children's narrative abilities merit investigation. The present study examines the narratives of children acquiring an additional language, adding to the more abundant studies of monolingual children. Sixty kindergartners (mean age 68 months)…

Background: Teachers are responsible for curriculum implementation and transformation. Therefore, they are viewed as the primary agents of change in teaching and learning. As agents of change, they are responsible for being innovative and creative in their teaching and learning in their English First Additional Language (EFAL) class. Objectives:…

The aim of the current study is to expand our understanding of cross-linguistic transfer (CLT) to new languages and settings under-represented in the research literature. Empirical evidence of CLT is almost exclusively demonstrated in studies examining European and Asian languages in high-income countries. Literacy data were collected from 3561…

National curriculum standards for different countries mean some International Baccalaureate (IB) schools must often balance IB and national standards. Literature on how schools find this balance is limited. Using a qualitative case study design, we examined the perspectives of teachers of English in a Chinese IB school that recently employed a…

This study evaluates the extent to which syntactic awareness contributes to reading comprehension in English-French bilinguals, considering both the potential for a direct relation, as well as an indirect one, through word reading. Participants were 146 first-grade students enrolled in early French immersion programs in Canada. While the children…

Emergent bilingual students in the U.S. often attend English-medium schools where their bi- and multi-lingual language resources are ignored and dismissed. This article draws on a social literacies perspective to explore how a second-grade teacher and her multilingual students re-framed one English-medium classroom to welcome and include…

French immersion (FI) programs are becoming increasingly culturally and linguistically diverse as a result of growing migration to Canada. In the present mixed-methods study, I explore the perspectives and ideologies of teachers, principals, and central office staff in eight school divisions in Saskatchewan, Manitoba, and Alberta with respect to…

Translanguaging enables students to communicate in multiple languages in an English-dominant classroom. It has received considerable attention from scholars in content and language integrated learning (CLIL). Its implementation in primary schools in European countries has been adopted in Asian countries, including Indonesia. This study employed a…

The present contribution aims at describing the main phases of implementation of a Transformative Action-Research project named 'L'AltRoparlante'. This project began in school year 2016/2017 and is still being implemented in five Italian multilingual schools. Its main purpose is to acknowledge students' individual and collective multilingual…

The Matthew effects suggest that children who struggle when learning to read are less likely to read for pleasure later in life compared to children who ease into reading quickly. One aspect of early literacy instruction that might hamper reading progress is learning to read simultaneously in two languages. Despite the long-lasting and widespread…

The Libyan Ministry of Education has taken important steps to introduce English from the 1st grade (age 6) since autumn semester 2018/2019, yet without taking into considerations the issues that will be faced in teaching English in primary schools. This study, therefore, aimed to identify the issues encountered in the teaching of English from the…