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Pintado Gutiérrez, Lucía – Language Learning Journal, 2021
The gradual reintroduction of translation into the foreign language classroom in the last few decades has generated considerable interest among teachers and scholars. A renewed focus on translation as an aspect of language teaching has simultaneously originated from and resulted in the publication of theoretical and empirical studies as well as…
Descriptors: Code Switching (Language), Translation, Teaching Methods, Second Language Learning
Parrish, Abigail – Language Learning Journal, 2023
Modern Foreign Language (MFL) education has long been described as being 'in crisis' by virtue of a long decline in the numbers of students being entered for exams at age 16 and 18. Whilst this decline is generally attributed to policy, harsh grading and the rise of global English, this paper challenges this view by positioning the decline at the…
Descriptors: Foreign Countries, Second Language Learning, Course Selection (Students), Femininity
Woore, Robert – Language Learning Journal, 2022
Ofsted's (2021. Curriculum research review series: Languages (OCRR). https://www.gov.uk/government/publications/curriculum-research-review-series) sees 'phonics' as one of three key 'pillars of progression' in language learning. This paper critically examines this view, beginning with the OCRR's definition of 'phonics'. Focussing on the teaching…
Descriptors: Phonics, Second Language Learning, Second Language Instruction, Language Proficiency
Bracke, Evelien; Bradshaw, Ceri – Language Learning Journal, 2020
This article reviews a century of US data on the impact of learning Latin and explores to what extent the collected findings demonstrate that Latin can play a role in improving pupils' educational attainments, particularly in first language (L1), modern foreign language (MFL) and cognitive development. Contextualising these data allows us to…
Descriptors: Latin, Second Language Learning, Outcomes of Education, Language Acquisition
Rumlich, Dominik – Language Learning Journal, 2020
The main aim of this article is to evaluate the outcomes presented in the previous articles in relation to similar projects and studies conducted in monolingual contexts in other parts of Europe as well as Latin America, where bilingual education and CLIL are increasingly being embraced in the official curricula. The effects of CLIL on L1, L2 and…
Descriptors: Monolingualism, Bilingual Education, Course Content, Language of Instruction
Sepehrinia, Sajjad; Nemati, Majid; Khomijani Farahani, Ali Akbar – Language Learning Journal, 2019
Among focus-on-form studies, oral corrective feedback (CF) has probably received the greatest attention. The majority of studies in this area appear to support a positive role for oral CF in improving interlanguage development. However, theorists adopting a nativist view of second language acquisition continue to question its effectiveness. The…
Descriptors: Oral Language, Interlanguage, Syntax, Error Correction
Turner, Marianne – Language Learning Journal, 2018
Language teachers are positioned differently depending on whether they are L1 or L2 speakers of the target language. In this article I suggest that, in language teacher education, it can be useful to think explicitly about this positioning as it pertains to both languages rather than just one. I propose a relational two-language continuum based on…
Descriptors: Language Teachers, Second Language Learning, Second Language Instruction, Native Language
Heine, Lena – Language Learning Journal, 2014
Although many advances have been made in recent years concerning the theoretical dimensions of content and language integrated learning (CLIL), research still has to meet the necessity to come up with integrative models that adequately map the interrelation between content and language learning in CLIL contexts. This article will suggest that…
Descriptors: Models, Second Language Learning, Second Language Instruction, Native Language
Handley, Sharon – Language Learning Journal, 2011
The COLT (Community and Lesser Taught Languages) project is a consortium of five UK universities, working with various other regional organisations to set up replicable projects and structures to promote languages in North West England. It received funding under the UK's national "Routes into Languages" initiative. One objective was to…
Descriptors: Language Maintenance, Foreign Countries, Native Speakers, Language Enrichment