The objective of this ethnographic case study is to describe in detail one professor's translanguaging practices in an undergraduate science course at an officially bilingual university. The data-set is comprised of ethnographic field notes of 11 observed classes, audio recordings of those classes, an interview with the professor, and artifacts…

Using translanguaging as a theoretical foundation, this paper analyses findings from a Grade 2 reading class for low achieving students, where Malay was used as a scaffold to teach English. Data come from one class in one school in Singapore and its Learning Support Programme (LSP), which is part of a larger research project on biliteracy. The LSP…

This study investigated how semi-urban, multi-ethnic and multilingual students in the city of Johannesburg, South Africa, negotiate their new identities through languaging experiences. Metacognitive reflections of their recreated language spaces were collected through 20 written narratives, which were analysed using a universalist reductionist…

Hearing native signers often learn sign language as their first language and acquire features that are characteristic of sign languages but are not present in equivalent ways in English (e.g., grammatical facial expressions and the structured use of space for setting up tokens and surrogates). Previous research has indicated that bimodal…

The present study examines the production outcomes of late second language (L2) learners in order to determine if the mechanisms that allow the creation of phonetic categories remains available during the lifespan, as the Speech Language Model (SLM) claims. In addition, the study focuses on the type of interaction that exists between the first…

We investigate translanguaging (i.e. the co-use of first and second languages) in a Content and Language Integrated Learning course, as a pragmatic means to promote the skill of young university students in extended critical academic writing. We aimed to prepare new undergraduate students (n = 180) for courses where partial English-medium…

This research investigates cross-linguistic influence in the comprehension of L3 French past tense. A close examination was made on the L1 (Chinese) and L2 (English) transfer patterns among 20 English majors in their early acquisition of L3 French passé compose (PC). Data were collected through introspective think-aloud protocol in a comprehension…

This paper presents findings from a study investigating young English language learners (YELLs) in Sweden in 4th grade (N = 76, aged 10-11). Data were collected with the help of a questionnaire and a one-week language diary. The main purpose was to examine the learners' L2 English language-related activities outside of school in general, and their…

In our increasingly diverse schools, students bring diverse ways of speaking to the classroom. In turn, as features from students' home language varieties transfer into their readings of texts, teachers' assessment and intervention plans may be directly affected. If teachers conflate dialect influence with reading error in Standard English, they…

Due to the growing number of plurilingual learners in the world today (Hammarberg, 2010), the present multiple case study examines four plurilingual participants' beliefs toward first language (L1) and second language (L2) mediation in the acquisition of French as a third language (L3). During a 16-week classroom-based study in a French university…

Looking at two sets of conversations, among Greek adolescents, and between Japanese and Australian workers, this article shows how a poststructuralist understanding of the ways in which participants use and mix elements of their language repertoires implies a view of language as performative. Although the poststructuralist element of our approach…

This article describes a study into the functions of code-switching in EFL classes at a Colombian language school. It was undertaken to decide whether the official "English-only" policy in place in this and other classrooms is pedagogically justified. The results suggest that code-switching may not necessarily be connected to ability…

This study examined the asymmetrical language switching cost in a word reading task (Experiment 1) and in a categorization task (Experiment 2 and 3). In Experiment 1, Spanish-English bilinguals named words in first language (L1) and second language (L2) in a switching paradigm. They were slower to switch from their weaker L2 to their more dominant…

Recent studies reported reductions of well-established biases in decision making under risk, such as the framing effect, during foreign language (FL) use. These modulations were attributed to the use of FL itself, which putatively entails an increase in emotional distance. A reduced framing effect in this setting, however, might also result from…

This article reports on my attempt to use storytelling as an entry point into academic discourse in a learning community designed to meet the learning needs of ESL students who recently emigrated from the Dominican Republic. Based on research suggesting a correlation between academic success in a second language and first language literacy skills,…