The notion of language proficiency in English Language Teaching (ELT), as an internationalized educational enterprise, has tended to be operationalized in terms of stable lexicogrammar and enduring normative patterns of social use. It will be argued that this 'established' stability has been challenged by the scholarship in several fields of…

The unforeseen shift to virtual learning during the COVID-19 pandemic required instructors and students to face unprecedented learning challenges. Under these circumstances, Chinese international students who intended to come to the U.S. to begin their studies were required to remotely access their courses while still residing in China, which…

This doctoral dissertation explores diverse facets of online research and comprehension among college students with English as a second or foreign language (L2 students). The research involves three distinct investigations within this overarching theme. Firstly, the study delves into the online reading and writing practices employed by Korean L2…

Foreign language (FL) writing has undergone a number of key evolutions over the past 50 years. But despite attempts toward a reframing of FL learners as emergent bilinguals, bilingual languaging strategies such as translanguaging are still rarely seen in most FL education contexts, and bilingual composition strategies are yet to become integrated…

Over the past 40 years, Jim Cummins has proposed a number of highly influential theoretical concepts, including the threshold and interdependence hypotheses and the distinction between conversational fluency and academic language proficiency. In this book, he provides a personal account of how these ideas developed and he examines the credibility…

This viewpoint article provides a critical reflection on the gatekeeping and academic language practices of Anglophone universities, evaluating these in light of the promotional claims universities make about internationalization and global reach. I then consider the arguments put forward in each of the main articles in this special issue from…

This autoethnography explores my experience as a bilingual teacher educator on the Texas, United States-Mexico border supporting the development of preservice teachers' pedagogical Spanish language competencies through a course that I have been developing over the last few years. To this aim, I look at my positionality and experiences developing…