Empirical work exploring additional language (L+) learning emotions has both proliferated and expanded its focus over the past 15 years. The current article explores one possibility for responding to the challenge of capturing and describing emotions in order to furnish a more contextualized, multidimensional picture of emotions in L+ learning:…

This study investigates the multimodal construction of blame attributions in peer interaction during digital tasks in English as a Foreign Language classrooms. Drawing on multimodal conversation analysis (CA), we examine how the force of blamings is manifested in and through the variety of resources used, and the role of digital devices in the…

This conceptual paper presents diverse approaches and strategies for preparing competent teachers who work with either English Language Learners (ELLs) or students who speak English as a Second Language (ESL). The pedagogical approaches discussed herein include practical and hands-on activities for teachers at any level. Bilingual learning…

This book documents a collaborative action research project in one school where researchers and practitioners worked together to develop multimodal literacies and pedagogies for diverse, multilingual elementary classrooms. Following chronologically from Lotherington's "Pedagogy of Multiliteracies" (2011), this volume picks up after…

This paper describes how language and literacy classrooms became more participatory, agentive spaces through addressing a central issue in teaching and learning: the forms of representation through which children make their meanings. It reconsiders pedagogic research in under-resourced Gauteng classrooms during the period 1994-2005, during the…

Young children frequently tell visual stories, drawing pictures to record and share their thoughts, feelings and understanding. How and what young children describe through art, especially when written language is not an option, is the focus of this interpretive analysis. A series of pictures by John, a 6-year-old boy, were drawn across the…

Research indicates that increasing teacher-directed opportunities to respond (TD-OTR) positively impacts student outcomes. Prior reviews of the empirical literature focused on outcomes for students with emotional behavioral disorders or on TD-OTRs as one of many classroom-management practices; however, prior reviews did not examine effects of…

This study explores how intertextuality influences the narrative practices of young deaf children in two classrooms. Specifically, the study examines how variations in what texts are made available to juxtapose and variations in how texts are juxtaposed influence the narratives young deaf children produce. A major premise underlying these two…

Explores listener preference as an explanation for differences in traditional and nontraditional students' learning and listening orientations in the college classroom. Indicates partial support for this perspective in that traditional students prefer a people-oriented listening style while nontraditional students are more likely to utilize an…

Comparison of 224 Pennsylvania secondary agricultural education students with a national sample showed that (1) the Pennsylvania students' cognitive skills were less developed; (2) their preferred responses to information were auditory and emotive; (3) small group and hands-on were preferred environments; and (4) they were less likely to prefer…

The Learning Style Inventory (LSI) measures an individual student's learning style and preference for physical learning environment. LSI scores for 321 students in grades 3, 6, and 7 were correlated to their self-concept scores. Eight LSI variables discriminated significantly between subjects with high and low self-concepts. (SJL)

Human interactions are multimodal in nature. From simple to complex forms of transferal of information, human beings draw on a multiplicity of communicative modes, such as intonation and gaze, to make sense of everyday experiences. Likewise, the learning process, either within traditional classrooms or Virtual Learning Environments, is shaped by…

Thirteen New York City third graders and 72 sixth graders completed a state reading test and the Learning Style Inventory (LSI) by Dunn, Dunn, and Price. Eleven LSI variables accounted for significant differences between high and low achievers in reading. Variables include preferred learning environment, learning modalities, and personality…

Finds that, among 200 Alaskan high school seniors completing the Productivity Environmental Preference Survey (PEPS), natives and non-natives differed significantly from each other and from the PEPS norm group on selected aspects of learning styles. Presents pedagogical recommendations for Alaskan students. Contains 28 references. (SV)

Inconsistent performance by gifted students has been a source of frustration for both parents and educators for decades. Several studies on gifted under achievement point to a connection between student learning styles and classroom performance.This study examined the learning styles of gifted middle school students, student perceptions of the…