Teachers' English language ideologies play a crucial role in English language education reforms. It is important to understand how their ideologies evolve outside and inside the classroom. This paper explores how micro-level factors shape teachers' English-only ideology, encompassing both their beliefs and their associated pedagogical practices.…

Abstract Accepted 12 November 2024 In this essay I reflect on James P. Lantolf's contributions to cultural-historical theory and second language learning. I begin with my personal subjectivity and experiences as a limited learner of additional languages beyond English. This anecdotal opening introduces the tension between formal learning in school…

The challenges involved in navigating between home, school and academic languages, especially in a low resource context, have been well documented in the literature. Processes and strategies that allow the use of students' "language as resource" have also been suggested by research. In the context of explorations, where students work…

This study focuses on the linguistic foundation of sound pedagogic practices related to non-language content areas referring especially to language objectives; it employ Tharp and Gallimore's theory on learning: making teaching visible in order to develop the students' thinking. In the contexts of training both before and after service, a study…

This study provides a comprehensive analysis of multilingual education, highlighting key issues, methodologies, and future directions in this area. Based on the theoretical foundations of Vygotsky and Krashen, as well as practical approaches such as project-based learning and task-based language learning, the study highlights the importance of…

Drawing on sociocultural theories of language and literacy practice and Curdt-Christiansen's theoretical framework of family language policy (FLP), this multiple case study investigates the perceptions, practices, and challenges regarding heritage language maintenance (HLM) of Chinese immigrant families in a mid-sized Midwestern American city. The…

This book examines the role of interlocutors and their individual differences (IDs) in second language (L2) development from four theoretical lenses: the cognitive-interactionist approach, sociocultural theory, the variationist approach, and complex dynamic systems theory. A theoretical overview to each approach is written by a preeminent scholar…

Drawing on sociocultural theories, this study considers the multiple resources multilingual children use to communicate mathematically. We engaged with three children and a parent, in order to understand how multilingual children express their mathematical reasoning. The family was given a mathematical problem solving activity designed to…

Background: The teaching of writing in English First Additional Language (EFAL) classrooms remains less explored in the Further Education and Training Phase (FET) in South Africa. This is so despite research showing a decline in the writing skills of second language learners, especially at the FET phase, calling attention to how writing is taught.…

English language learners need instructional strategies that could bridge the gap between them and native English speakers. The problem is that English language learners have limited English proficiency, and they could perform at a higher academic level when their teachers deliver effective instructional techniques. It is vital for teachers to…

Two main opposing approaches exist regarding the impact of first-language (L1) use in the teaching and learning of English as a foreign language: the monolingual and bilingual approaches. Some linguists assume that students' L1 should be banished from their English classes, whereas others assert that it facilitates the process of learning a target…

In this study, we explored how major theoretical principles and concepts in the mediation strategies of Vygotsky's sociocultural theory are realized in an Arabic-Hebrew preschool in Israel. The aim of this study was to examine how teachers encourage children to use their second language (L2) during teacher-child conversations. In particular, as a…

This article investigates the linguistic tools employed by Hispanic Canadian families in their language socialization efforts of fostering sustained heritage language (HL) use. The article is based on data collected during a 1½-year ethnography, and focuses on the metapragmatic devices used in daily interactions. Utilizing analytic tools from the…

This phenomenological study (Creswell, 2003, 2007; van Manen, 1997) explores student and teacher perceptions of first language use in French immersion mathematics classrooms at a large, urban high school in Canada. During individual interviews, participants discussed their perceptions and experiences of French immersion mathematics, language use,…

This article critically reviews strategy research on learning Chinese both as a second and foreign language. Through a careful examination of major data bases in both the Chinese and English languages, the article summarizes research in the field and the principal research methods used in the studies reviewed. Moreover, key limitations in research…