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…

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…

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…

Reflective models of supervision have shifted the emphasis from teaching observations as primarily evaluative events to events intended to promote teachers' reflective practice. This paper presents a longitudinal action research study investigating post-observation interactions between language teachers and their supervisors in an American…

Teaching materials for university-level second language learners were created with the aim of raising the learners' awareness of the rhetorical organization and salient linguistic features of essays. The teaching method relied heavily on explicit instruction and essential metalanguage. Concludes that explicit genre-based instruction with the…

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'…

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…

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…

Describes the bachelor of arts program in applied language at the University of Brighton, England, which combines second-language learning and linguistics. The limitations of the program as it was originally conceived are examined, as well as recent improvements. Course objectives, content, and teaching methods are discussed. (17 references) (MDM)

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…

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…