Multilingualism does not enhance further language learning in learners if they are not supported by the school environment. Learning L3, L4 or Ln is attained best when language users take advantage and are aware of the existence of their overall linguistic knowledge. It is the teacher whose understanding and beliefs about multilingual pedagogies…

If maximal exposure were the key to success in language learning, then adult learners at the university level would be doomed to fail. Not only are they presumably too old to learn additional languages effectively, but target language (TL) input appears to be insufficient, especially when other languages are allowed in class. Nevertheless,…

Three experiments explored how retrieval practice and corrective feedback affect a third language (L3) vocabulary learning. In the first two experiments, Chinese-English bilinguals without prior French language experience studied English (Second Language, L2)--French (L3) word pairs in repeated studying or retrieval practice without (Experiment…

This paper examines current practices that embrace the union between foreign language (L2) teaching and translation in higher education (HE). The rejection of monolingualism and prescriptive principles in favour of bi-, multi-, or plurilingualism; a diversified interdisciplinarity; new sociocultural realities characterised by greater international…

This report details the design of an online trilingual (English, French, and Portuguese) interactive virtual board game and its implementation at the Federal University of Ceará in Brazil. It was used as a fun alternative to assist chemistry and pharmacy undergraduate students in reviewing introductory concepts to organic reactions: enthalpy,…

Language teachers cannot help their students develop high levels of metalinguistic knowledge and language aptitude if they themselves are found lacking in these abilities. This article reports on a study that utilised a descriptive correlational mixed-methods research design to gather data from 89 multilingual teachers of English, Chinese, French,…

Many educators in immersion contexts support a policy of strict separation of languages in the classroom as the ideal model for second language acquisition and are reluctant to make connections between the dominant language, the target language and pupils' home languages. This can result in missed opportunities for drawing on pupils' entire…

Equity-focused calls for elementary education reform recognize the importance of student and teacher translanguaging, yet nuances of how this process unfolds in early childhood science is an underexplored area. This study examines young plurilingual children's participation in science investigations, with a view toward understanding how open-ended…

Motivational interactions during multiple language learning have been largely neglected in language motivation research. To fill this gap, we investigate longitudinal relations between Swiss German students' value beliefs in English, French, and German in upper secondary schools and whether there are differences in motivational development between…

The present study explored a small-scale English medium instruction (EMI) initiative in Moroccan secondary schools, which is part of a top-down multilingual policy based on teaching science subjects through foreign languages, namely French, English, and Spanish. 18 secondary EMI teachers of math, physics and life and earth sciences were…

Largely banished from language instruction following the adoption of communicative approaches, some researchers now encourage the use of translation as a valuable resource for the language classroom. While increasingly embraced in theory, there remains a need to better understand, through empirical research, the implementation of translation-based…

Background: Children's interactions are inherently multimodal. Accordingly, when children engage in science in classroom communities, their interactions are grounded in material and embodied aspects of interactions with teachers and their peers. Purpose: This study explores the nature of children's science interactions in a classroom community…

Recent developments in machine translation (MT) might have led some people to believe that soon professional translation will not be needed, but most translator trainers are aware of the high demand for the quality that MT systems cannot deliver without human intervention. It is thus important that professional translators, trainers and their…

Within educational research, there has been an increased interest in recent years to develop learners' language awareness (LA) in the context of plurilingual education. Recommendations and intentions are given pointing to the benefits, but there are few concrete tools for how it can be carried out in practice. The article seeks to contribute to…

Multilingualism is often associated with advantages for acquiring additional languages. Theoretical approaches explain these advantages by assuming a Common Underlying Proficiency or a Metalinguistic Awareness. At the State Europe School in Berlin, students from different language backgrounds receive instruction in German and a partner language…