There has been little research investigating the effects of notetaking on foreign language (FL) learning, and no studies have examined how it affects vocabulary learning. The present study investigated the vocabulary written in notes of 86 students after they had listened to a teacher in an English as a foreign language (EFL) class. The results…

In the United States, the number of dual language learners has rapidly increased, requiring essential instructional support, especially for young children. Without the intentional teaching of academic vocabulary, academic words are not incorporated into the repertoire of emergent bilingual children (EBC). A recent systematic review of vocabulary…

Aim: From the perspective of cognitive load theory, the present study examined the relative effectiveness of the sequential use of L1 and bilingual subtitles on incidental English vocabulary learning. Methods: A total of 162 upper-intermediate Chinese learners of English as a foreign language watched an English clip in one of 4 subtitling…

This action research study aimed to improve reading with understanding in a lower primary classroom in Fiji. Five emergent readers were selected through an examination of class running records. Peer observation, student worksheets, and class running records were utilized to collect data. The data analysis revealed that when teachers implement…

In this review, we evaluate the claim that translanguaging in the classroom supports the development of the bilingual lexicon by enhancing cross-linguistic transfer. To address this issue, we integrate findings from psycholinguistics and educational sciences in order to identify how effective pedagogical practices for monolingual children can be…

Usage-based approaches to additional-language acquisition have identified numerous determinants of language learning, two of which were the focus of our study: frequency and cue contingency. Specifically, we examined how an immersion experience may impact sensitivity to these two determinants as reflected in the production of 4,808 pairs of nouns…

This article explores the findings from a formative study focused on language and literacy development in an international school's K5 classroom in South America. The teacher's pedagogical goal was to increase the amount of English used by students related to the social context of a restaurant. The intervention involved an integrated literacy and…

Research on the effects of bilingualism on third language (L3) development set in bilingual communities is scarce, outdated, and has provided mixed results. This study investigated the effects of exposure and age of onset of acquisition (AOA) of L3-English, as well as first and second language (L1/L2) skills and use, in the development of…

The assessment data in La Frontera School District suggests a need for improving instructional practices for middle school emergent bilingual migrant students' language and reading development. One possible solution to the language and literacy issues maybe introducing cognates. Cognates are words with identical or similar orthography and meaning…

Numerous studies suggest that bilinguals demonstrate smaller vocabularies than monolinguals, and that bilinguals' breadth of vocabulary knowledge - both expressive and receptive - is linked to input frequencies in each language [e.g. Hoff, E., S. Welsh, S. Place, and K. Ribot. 2014. "Properties of Dual Language Input That Shape Bilingual…

This brief report presents the results of a re-analysis of data by Yi, Man, and Maie (2023), who investigated L1 and L2 intuitive knowledge of phrasal frequency and collocation strength in multiword sequences. We utilized an individual-differences approach and examined which participant variables (age of onset, length of residence, language use,…

English is undoubtedly an important language for educational and socio-economic mobility in numerous countries including Malaysia. Regardless of its importance, studies to document English language acquisition among Malaysian children acquiring English in the local context remain scarce. This normative data is imperative for syllabus-designers,…

This qualitative case study of a high school world language (WL) classroom with flexible language boundaries (Cummins, 2012; Creese & Blackledge, 2010; Garcia & Li Wei, 2014; Turnbull & Daily-O'Cain, 2009) examines how proficient L1 readers constructed meaning from authentic L2 text as emerging bilinguals. Grounded in sociocognitive…

This paper examines how unplanned vocabulary work arises out of students' talk. Furthermore, we show how the teacher and students jointly contribute towards the ensuing teaching trajectories, whereby the vocabulary items are turned into 'teachables', i.e. interactionally emergent objects of explicit teaching. In doing so, we also explore what…

This study longitudinally examined university-level students' stances, communication of negative emotions, and L2 swearing with regard to English-medium instruction (EMI). Sixteen graduate students enrolled in an English-medium course in a university in Korea participated in the study. The research instruments were classroom observations,…