Research shows that bilingual learners move naturally between their languages to learn; however, this practice is not welcomed in many second/foreign language classrooms given the belief that first language (L1) use negatively affects second language (L2) development, despite much empirical evidence to the contrary. Moreover, translanguaging…

Code use, including codeswitching and/or style-shifting, is an important but undertaught aspect of L2 sociolinguistic competence, and an important aspect of L2 learners' translanguaging repertoires. This study examines code use in Arabic--a diglossic language with distinct social uses for the prestige variety (Modern Standard Arabic, MSA) and…

This follow-up study explored the experiences of eight Latina heritage speakers (HSs), who were initially enrolled in world language teacher preparation programs at two educational institutions in the United States and who became in-service Spanish teachers. Using data from interviews, classroom observations, and a focus group, this qualitative…

Contextualized within our "Projects in Humanization" in language teacher education and part of our on-going collaborative self-study of our language teacher educator practices, we used multiple case study to examine multimodal representations of cultural and linguistic identities curated by three language teachers--Daniel, Yuseva, and…

Translanguaging has increasingly been embraced in equity-oriented research on foreign language teaching, yet with variable engagement with complex models of culture. In this article, we investigate the nexus of translanguaging and culturally sustaining pedagogies (CSP) as one response to this shortcoming. Extending previous research theoretically…

Portuguese language students in the United States typically also speak Spanish, and Portuguese programs, influenced by ideologies of linguistic purism, ceaselessly battle against its interference. This article describes a qualitative study of the treatment of Spanish utterances--called "taquitos" by participants--in a beginner-level…

This article evaluates the use of audio-recorded conversations and reflections for assisting study abroad participants in critically analyzing conversational interactions. The participants recorded a series of conversations with native speakers of Japanese using digital audio recorders, and, subsequently, analyzed the recordings in a journal and a…

This qualitative case study of one teacher preparation program uses Asian critical race theory to examine Chinese bilingual preservice teachers' (N = 102) raciolinguistic ideology discourse in their reflections on using translanguaging pedagogy. Thematic analysis in daily logs, lesson reflection papers, and exit tickets indicated two contrasting…

The present study examines the role that multimodality and translanguaging play in scaffolding oral interactions during language-related episodes (LREs) involving meaning negotiation. The oral tasks carried out using synchronous video-based computer-mediated communication were part of a tandem virtual exchange (Spain, Canada). The participants, 18…

Framed within the discussions of the knowledge base for language immersion teachers, this article presents a qualitative case study of a first-year Grade 2 French immersion teacher's enactment of his systemic functional linguistic (SFL) knowledge to position his students in a culturally sustaining genre pedagogy. We examined interactive events and…

This study reports on a small-scale, longitudinal investigation on L2 Spanish oral development by English-home language (EHL) learners in an English/Spanish Two-Way Immersion (TWI) program in rural, eastern United States. It examined EHL learners' oral ability in L2 Spanish based on longitudinal assessment data from Kindergarten, Grade 2, and…

Students' first and target language are often used by both teachers and students during instruction in the foreign language classroom (Levine, 2011). In this study, the frequency of and reasons for students' and teachers' use of English or Spanish were analyzed using video recordings of 40 class sessions taught by eight randomly…

Grammar instruction is at the center of the target language (TL) and code-switching debate. Discussion revolves around whether grammar should be taught in the TL or using the TL and the native language (L1). This study investigated the effects of French-only grammar instruction and French/English grammar instruction on elementary-level students'…

Contemporary best practices in the profession encourage teaching as much as possible in the target language, but when university faculty were observed teaching Spanish, the majority spoke English during instruction and many engaged in frequent code switching (alternations) between English and Spanish. Findings indicate that instructors used…

Two major issues are addressed in this teacher research paper: A description of strategies used by students in their dialogue journal writing and a description of strategies used by the teacher?researcher in responses to students' dialogue journal entries. The major findings are that students used L1 as a resource in their L2 for the following…