Background: Foundation Phase teachers in the South African Department of Basic Education system daily encounter a challenge with learners struggling to read with understanding. This motive was displayed and made available to readers and authors by the recent Progress in International Reading Literacy 2021, which articulated that learners in the…

Recently, there has been a surge of literature on the implementation of translanguaging pedagogy and practices in science education settings. By activating and validating learners' full communicative repertoire, translanguaging holds promise to build an inclusive science learning community where multilingual learners' ways of knowing are not only…

Research on translanguaging in science and engineering education has grown rapidly. Studies carried out across diverse contexts converge in their commitment to fostering equity in science and engineering learning for linguistically marginalized learners. However, the rapid growth of this research area has exposed different approaches to…

Translingual pedagogies have been proposed and implemented to respond to the increasing linguistic and cultural diversity in today's classrooms. However, the findings of translingual pedagogies on English as an additional language (EAL) writing vary from facilitating to undermining teaching and learning. To understand the empirical landscape of…

Form-Focused Instruction (FFI) has been extensively studied, yet past experimental results are often inconsistent or even contradictory. Overly simplistic examinations of grammatical complexity and learner characteristics (e.g., L2 English proficiency) may have fueled the confusion, limiting understanding of how different FFI techniques can be…

Despite the preponderance of research on extensive reading (ER), the research field still suffers from a lack of common understanding of what ER is and how it should be implemented. From the perspective of Day and Bamford's (2002) seminal ten principles for teaching ER, the present methodological synthesis aimed to systematically review and…

This systematic review explores the challenges of pronunciation in the ESL curriculum within the Communicative Language Teaching (CLT) framework in Bangladesh. Pronunciation, a critical component of language proficiency, often presents significant hurdles for ESL learners. The review highlights key issues such as inadequate teacher training,…

This systematic review synthesizes the literature (involving 62 empirical studies) regarding the effectiveness of cognitive linguistics-inspired language pedagogies (CL-ILPs) on second language (L2) learning. It begins with an overview of the main theoretical tenets of cognitive linguistics followed by a description of the data selection, coding,…

Lexical bundles are recurrent multiword combinations and often function as discourse building blocks. Lexical bundles have been analysed in university students' writing to detect linguistic errors, measure writing competence, and investigate the divergence between L1 and L2 writing. Few studies, however, have focused on the high-stakes genre of…

Ongoing debate exists concerning pedagogical strategies including song to improve vocabulary learning in second or foreign language learners. A search of primary empirical studies published from 1990 to 2020 produced 27 articles with 28 studies and 1864 total participants. Effect sizes were analysed for the influence of English instructional…

This meta-analysis synthesized the effects of the English medium instruction and content and language integrated learning (EMI-CLIL) approach on secondary-level students' English learning. The dataset included 44 samples (N = 7,434) from 38 primary studies. The results revealed EMI-CLIL's overall effectiveness for the development of English…

Literature survey concerning the Learner Corpus Research (LCR) in the last 20 years has shown a paucity of studies involving specialised/discipline-specific text. Since the use of discipline-specific academic writing learner corpora is useful in determining the language pattern within the English for Specific Academic Purposes (ESAP) context, this…

This review examines and integrates studies of second language (L2) vocabulary instruction with adult learners in a laboratory setting, using a framework provided by a modified version of the Revised Hierarchical Model (Kroll & Stewart, 1994), the Revised Hierarchical Model-Repetition Elaboration Retrieval. By examining how various training…

This scoping review examined the existing research to identify culturally responsive and Indigenous language strategies. A five-stage scoping review methodology was applied to a multiple database search, and a web-based literature review software program was used to organize and review sources, resulting in a total of 33 sources. Data were charted…

The past decade witnesses a surge of empirical research on translanguaging in educational contexts of English medium instruction (EMI) and content and language integrated learning (CLIL). This systematic review analyses the methodological development, the theoretical underpinning and research themes of translanguaging in EMI and CLIL contexts. A…