Given that societies across the globe are increasingly multicultural and multilingual, the notion of communicative competence grounded in constricting definitions of national cultures and languages reflects neither our instructional realities nor the sociolinguistic reality of the languages and cultures we teach. To foster students' development of…

Language and argument are epistemic tools that learners can use to help them generate and validate knowledge for themselves, as emphasized in NGSS and previous NRC reports. Not all learning environments elicit or support the use of these epistemic tools equally, thus affecting how students grow in competence in relation to their use. The present…

In this article a proposal is presented for a theoretical framework that could provide the structure and coherence needed for the development of effective LMOOCs (Language MOOCs) and MALL (Mobile Assisted Language Learning) apps in a systematic way that would facilitate online second language learning. The framework is argued to be appropriate for…

This chapter examines practical issues regarding Virtual Exchanges (VEs) for educational purposes in the university context and covers language use, cultural differences, time management, teacher collaboration, technology-related issues, assessment, and context specific factors. It charts the establishment of three academic collaborations between…

In this article, we discuss three cross-cultural memoirs used in three different university courses that introduced students to the complex identities that form both inside and outside of language classrooms. In arguing for the value of using such memoirs as content in university courses, we provide a detailed thematic analysis of Peter Hessler's…

This policy brief explores the extent to which students classified as English learners (ELs) are excluded from core content in high school. Using statewide data from Oregon (2013/14-2018/19) and Michigan (2011/12-2014/15), the percentages of current, former, and never ELs enrolled in any class in each core content area were tabulated and gaps in…

International engagement has become a priority and is regarded as a means to improve the quality of students' education and their future social and professional success. It may, however, pose a major challenge for some higher education students. One of the vulnerable groups is that of learners with special needs, and particularly Deaf, deaf and…

In the present article, we demonstrate the utility of Open Badge certifications in documenting ESP, EAP and EMI courses. Open Badges are online records of achievement which document field-specific, soft and technical skills. They consist of a visual image and a set of embedded metadata, they are endorsed by the institution which issues them and…

Assessment is one of the most contested topics in Content and Language Integrated Learning (CLIL) because of the duality between content and language, and the lack of official guidelines and research on this matter. Furthermore, as CLIL is an umbrella term portraying different realities, it is essential to consider the educational contexts in…

This paper discusses the purpose and content of the WIDA Framework for Equitable Instruction (FEI). The FEI is an instruction-focused resource designed to promote the equitable engagement in disciplinary learning and language development of multilingual learners. It complements the WIDA English Language Development Standards Framework in that it…

This article analyzes the growing trend among US higher education institutions to replace four-semester, proficiency-oriented language requirement models with shorter exposure-oriented sequences frequently restricting exemptions and aimed at bringing languages into distribution requirement structures. By contrasting the history, strengths, and…

A possible model for future graduate education, the Spanish for the Professions, Master of Science program, which some may consider a terminal degree, was designed to meet the growing need for employees with a high-level of Spanish language proficiency and cultural competency. This exploration of the fully online Spanish for the Professions…

Social distancing due to COVID-19 has necessitated the immediate implementation of Internet-based English language teaching (ELT) in developing countries. This abrupt transition from face-to-face to online learning and teaching environment has brought up many concerns, particularly about maintaining ELT education in crises, one of which is how…

English Medium Instruction (EMI) in universities continues to grow as an educational phenomenon and increasingly is attracting the attention of researchers, particularly researchers who are applied linguists. Starting with a definition of EMI and with the challenges that any working definition poses in the many contexts in which EMI is said to be…

Content-Based Instruction (CBI) is considered effective not only in mastering language skills, but also in acquiring the content knowledge of business subjects. WeChat, a popular communicative and interactive platform, is acknowledged as a new instrument to improve verbal teaching proficiency and obtain relevant information. The integration of…