The research in this volume takes account of the context of policy promoting Chinese as a second language (CSL) in several countries and regions, (Australia, East Asia and South-East Asia), and the wider social context of multilingual and multicultural societies. Furthermore, this book reports results of two research studies which investigated how…

This paper develops the notion of epistemic exclusion as a way of exploring the different types of silence and silencing that happen in English medium Rwandan classrooms. By focusing on classroom observations of teachers' pedagogic practices and the ways in which girls interact in the classrooms, we demonstrate how experiences of epistemic…

English Learners (ELs) are one of the fastest-growing student populations in K-12 schools, and attention must be given to the academic achievement gap between ELs and their native English language speaking counterparts. The Every Student Succeeds Act (ESSA), passed in 2015, required every state to adopt English proficiency standards aligned with…

The present study aimed to analyze the developmental trajectories of English achievement and exposure time through private education, utilizing univariate and multivariate latent growth curve analysis. This study used a subset of the Gyeonggi Education Panel Study data from 2012 to 2017. The results indicated consistent disparities in the growth…

With the SWIRL method, K-12 teachers can give multilingual learners opportunities to engage in the five elements of speaking, writing, interacting, reading, and listening to English to become confident and proficient in English. The SWIRL Method provides research-based, time-tested, practical activities and strategies. Readers also get…

The 2025 Central States Conference on the Teaching of Foreign Languages was held in Kansas City, Missouri on March 13-15. This year's theme, "Global Goals, Global Languages," highlighted the partnership of the United Nations' 17 Sustainable Development Goals (Global Goals) and language curricula. The Global Goals were created to address…

In recent years, the use of external proficiency-based tests to measure learners' language ability has increased significantly, in part thanks to the Seal of Biliteracy movement. However, there exists very limited research investigating the influence of such tests and their subsequent outcomes data on teachers' practices. As such, this study…

Meeting the needs of English learners (ELs) effectively must be an individualized, purposeful, and data-driven process. Progress monitoring can help practitioners to target their EL students' most significant academic and linguistic needs and, subsequently, develop and deliver instructional programming that may help students develop to their…

Ofsted's (2021. Curriculum research review series: Languages (OCRR). https://www.gov.uk/government/publications/curriculum-research-review-series) sees 'phonics' as one of three key 'pillars of progression' in language learning. This paper critically examines this view, beginning with the OCRR's definition of 'phonics'. Focussing on the teaching…

English learners from diverse backgrounds are a growing population of students receiving public education. English learners often struggle to attain proficiency because of factors such as low school attendance, little family involvement, deficient administrator leadership, inadequate teacher qualification and preparation, misdiagnosis as special…

This large-scale study used a survey to collect data on K-12 world language classrooms in Massachusetts public schools, focusing on core instructional practices, curriculum, and assessment. The study resulted in 383 individual teacher completed responses, representing 188 districts, which was analyzed using descriptive statistics. Results indicate…

Many scholars and teachers in EFL education should agree that compared with reading and writing, listening has received much less attention. This brief article discusses important gaps existing in EFL listening and overall proficiency development. It presents the case for a greater focus on sounds and actual listening in the classroom and spoken…

This study was focused on adult English language learners (ELLs) that described their experiences with language acquisition in an elementary, middle, or high school in the United States. The problem addressed in this qualitative descriptive study was that public schools were unable to handle the academic inadequacies of ELLs as well as the…

This article examines the development, delivery, and outcomes of a year-long, collaborative, professional development (PD) program for 33 K-16 world language educators who taught in the State of Delaware. This work was prompted (in part) by Delaware's publication of its World-Readiness Standards for Learning Languages (Delaware Department of…

Background/Context: The landscape of English-medium independent schools today is increasingly multilingual, challenging traditional monolingual norms of English testing and teaching. Multilingual learners--students who are able to navigate school in more than one language--are more vulnerable to the negative impacts of standardized tests in…