Schools are increasingly using content and language integrated learning (CLIL) approaches to education, whereby the teaching of subject content and an additional language occurs in an integrated manner. While language and learning are inextricably linked and the rewards of CLIL many, integrated teaching requires a specialised professional…

There is growing evidence that dyslexia may involve difficulty with implicit learning, which may hinder learners with dyslexia to acquire spelling skills in a foreign language through implicit instruction. Paradoxically, this is exactly how Dutch students with dyslexia learn English spelling at school. This research aims to determine if…

Increasing migration-induced language diversity is putting pressure on the teaching of regional and minority languages in official bi- or multilingual regions. This study presents an in-depth analysis of teachers' and teacher trainers' beliefs and views towards language awareness and translanguaging approaches as possible ways to enhance pupils'…

This article investigates how linguistic landscapes (LLs) can foster critical thinking about linguistic power relations and tensions in multilingual areas by acting as stimuli to reflect on the ethnolinguistic vitality of languages in a given region. We examine the pedagogical use of LLs as resources for the implementation of plurilingual…

The paper focuses on translanguaging practices of highly skilled refugees in a transition program in Dutch higher education. The pathways for refugees to enter higher education are full of obstacles. Acquiring the new language at a university level is one of the biggest challenges. Many institutions offer 'transition programs' to prepare refugees…

The results of a self-paced reading study with advanced German, Dutch and French second language (L2) learners of English showed that their online comprehension of early closure (EC) sentences which are initially misanalysed by native English speakers (e.g. "While John hunted the frightened rabbit escaped") was affected by whether or…

Discusses a study of grades six, eight, and ten students in the Netherlands to whom grade-appropriate measures of reading comprehension and vocabulary knowledge were administered in their native language, Dutch, as well as in English. The aim was to explore relative contributions to native language and foreign language reading comprehension of a…