This exploratory sociolinguistic study examined D/discourses and writing modes in a Grade 10 English literature classroom wherein students answered literature-based questions by means of both traditional and new literacies approaches. Studies conducted at the intersection of classroom instruction and online affinity spaces are still surprisingly…

Voice is considered essential in academic writing, and metadiscourse is an important device contributing to voice. This study explores the use of metadiscourse and voice construction in Bachelor of Arts (BA) theses written at the onset and final stages by university undergraduates majoring in English in China. A corpus consisting of the discussion…

In content and language integrated learning (CLIL) classrooms, it is assumed that non-language content subjects provide more authentic communicative contexts for students to learn a foreign/second/additional language (L2). However, learning abstract concepts and academic language in an L2 simultaneously is also challenging for CLIL students. It is…

In this paper, we propose a pedagogical approach for teaching and learning multimodal literacy, specifically, the application of multimodal discourse analysis for genre awareness. The mastery of specific oral genres is seen as desirable to help students become competent professionals. This is the case of Product Pitches (PPs) in the business field…

Science teachers mediate social and academic language in science classrooms through teacher talk and classroom discourse. In multilingual classrooms, ways home and international languages are deployed can affect conceptual learning of science. This study investigates, through Bakhtin's dialogic perspective, multilingual language practices and…