Teachers' attitudes and classroom management practices critically affect students' academic and behavioral outcomes, contributing to the persistent issue of racial disparities in school discipline. Yet, identifying and improving classroom management at scale is challenging, as existing methods require expensive classroom observations by experts.…

In many language classrooms in multilingual nations, standard dialects are associated with and promoted in formal domains. Through classroom pedagogical processes that reify standard language use, other dialects are relegated to informal domains and therefore devalued in classroom settings. Informed by critical pedagogy, this article challenges…

Classroom environments were analyzed to better understand adult language modeling rates and whether teacher certification practices contributed to differences with learners with deafblindness (DB). Student characteristics were also examined in relation to communication rates. When there is a dual sensory loss, access to tactile and visual…

Usage-based theories of language development underscore the importance of children using language to learn language. Few investigations have applied usage-based theories to dual language learners (DLLs), who comprise a growing share of children attending early education programs in the U.S. Three studies were carried out to investigate the role of…

Much recent research examines how teachers navigate language policy in dual language bilingual education (DLBE) classrooms (Cervantes-Soon et al., 2017; Palmer & Martínez, 2013). While previous work has illustrated that teachers' language use is varied and related to identity, little research has considered the role of emotions in this setting…

Materials use is a critical yet poorly understood dynamic of language classrooms. This study examines 'materials-in-action,' meaning how materials shape classroom interaction and activity, in a beginning-level French-as-a-foreign-language classroom. The conceptual framework, 'pedagogical ergonomics,' similarly centers on materials-in-action, and…

Theories of second/foreign language (L2) learning attach great significance to meaningful communication both inside and outside language classrooms. In this respect, it is vital that language learners use the target language. However, they substantially differ from one another with regard to how much they talk. This difference has been partly…

This study aimed to evaluate whether or not students engage in self-help behavior when they encounter difficulties during their presentations. The participants were second year EFL college trainees; the data were obtained from their classroom presentations. The audio recorded data has been transcribed, coded, and categorized into quantitative and…

The purpose of this study was to identify the causes of speaking anxiety in highly anxious students, of which their teachers might not have been aware, and solutions to alleviate the problem. Sixteen students from a Japanese language-oriented university participated in an interview survey. The participants' anxiety levels were measured using a…

Background: This article explores the political impact of using gender neutral pronouns in the university classroom. Aim: We explore how the gender neutral pronoun 'they' denaturalises essentialist models of gender identity. We follow 'they' toward a consideration of the gender neutral pronoun 'it.' 'It' advances -- at the same time that it…

This study focuses on the quality of teacher-student interactions and feedback in teaching English as a foreign language (EFL). Data consisted of 65 video-recorded lessons from 13 classrooms in two lower-secondary schools, and were coded with Classroom Assessment Scoring System--Secondary. Four cases were selected and analysed for feedback…

Research Findings: We examined the amount of preschool lead/assistant teachers' English/Spanish language use and relations between quality of teacher-child interactions, and Dual Language Learners' (DLLs) English/Spanish bilingual vocabulary in 31 English-medium Head Start classrooms. Measures in this study included (a) children's conceptual…

Child-directed speech (CDS), which can help children learn new words, has been rigorously studied among infants and parents in home settings. Yet, far less is known about the CDS that teachers use in classrooms with toddlers and children's responses, an important question because many toddlers, particularly in high-need communities, attend…

Acknowledging teacher and student dialogue as key to student development, this volume takes a critical perspective on notions of classroom participation, extending previous scholarship to illustrate how critical, dialogic pedagogies can promote equity and inclusivity. In proposing and outlining the parameters of "critical dialogic…

Dynamic shifts of language learners' willingness to communicate (WtC) have been investigated in a number of studies with a view to establishing the impact of various cognitive, affective, social and contextual factors. Looking into such influences in the context of a language classroom gives an opportunity to identify variables that might remain…