While numerous training models aim to empower teachers by positioning them as active participants with agency and freedom, they often fall short in providing opportunities for training that seamlessly incorporates both the participants' own language and English. In this study, we used loop input (process and content aligned) in two languages that…

Some strands of research on teacher cognition have remained predominantly cognitive and overlooked the socially-mediated nature of teachers' thoughts. One such strand is the research on teachers' pedagogical knowledge base, defined as the thought units/categories underlying teachers' instructional performance. To address this gap, the present…

Current scholarship on translingual pedagogies focus on writer's translingual strategies and practices. While scholarship explores translingual assessment practices, there is limited quantitative research on how we can measure students' translingual dispositions. This article examines factor structure of a Translingual Disposition Questionnaire to…

The acquisition of a language is a complex process. Applied Linguistics research tends to view this process as classroom-based. It is only more recently that learners, in particular young learners, are being placed in the centre of investigation in research exploring language learning from their subjective perspectives. To understand these…

In this article, we discuss how sociolinguistics can serve as an entryway into conversations about diversity, equity, and social justice, as part of education for global citizenship. Our approach, informed by Critical Language Awareness (CLA) theory, engages students with both unfamiliar and familiar linguistic forms, in order to promote critical…

Peer interaction may facilitate acquisition through fostering learner production, feedback, and noticing of form. This study examined learners' awareness of form during peer interaction in role-play and discussion tasks over a three-week period of a tertiary intermediate-level French class. The data for the study comprised transcribed recordings…

Investigates the relationship between metalinguistic awareness and second language (L2) proficiency of university-level learners of French. Learners' performances on two grammaticality judgment tests and on a test of L2 proficiency were examined in the context of demands made upon these two components according to whether the learners had been…

Discusses the language policy existing in the "New South Africa," which provides for the use of 11 official languages. The article argues that this policy poses challenges and that the development process is complicated by attitudes that indigenous languages are inferior to English and other Western languages. The study explores the…

Argues that critical awareness of the role of the emergent South African English is dependent upon (1) the acknowledgement of the first languages of learners to prevent loss or down-grading of first-language cultures, and (2) the development of techniques by which learners' first languages can be used more explicitly in classrooms where English is…

The origins of the English Genitive Apostrophe (EGA) are relatively recent, and considerable variation in its use by native speakers is evident. A study of 45 undergraduates/postgraduates suggests overall that there continues to be a lack of accord between usage of and prescriptive rules for EGA. (Contains 37 references.) (Author/LB)

Teaching pragmatic competence in Korean-as-a-foreign language (KFL) settings is still an underdeveloped area, when compared to teaching other language areas, such as speaking, listening, reading, and writing. The first step to enhance pragmatic language teaching in foreign language (FL) education is to raise the FL instructors' and students'…

Investigated the talk of 14 intermediate learners of English as a Second Language in a tertiary setting as they performed a passage-editing task collaboratively. Transcripts of the students' dialogs were analyzed for the kind of talk the task elicited, the grammatical items that drew the most attention from the learners, and the knowledge sources…

A model of language and speciality-area content teaching and learning in Japan is built on a concern to develop dialogically engaged language communal communication (DELCC) in class to be extended outside in the wider society. This model is applicable to other university contexts insofar as the FAO language is conceptualised and practised for life…

This paper proposes a process model of reflective practice for second language teachers, designed to facilitate a closer understanding of language use and interactive decision-making. The L2 classroom is portrayed as a dynamic and complex series of inter-related contexts, in which interaction is central to teaching and learning. An understanding…

Discusses one teacher educator's difficulties in familiarizing Hungarian trainee teachers of English as a Second Language with tasks aimed at raising their awareness of English as a system and as a language in use. Inquiry-based language activities can pose a formidable challenge to non-native teachers' expectations and beliefs about language. (23…