The on-going implementation of the new curriculum of the new education system in Kenya includes the administration of technology in the classroom. In this study, this was achieved through the use of a gamified app in a local private school in Kenya, a gamified Swahili app. As Swahili is the language that is Kenya's national and one of two official…

The establishment of an English Medium Instruction (EMI) program in any educational level including the university context becomes a controversial issue regarding whether the program should be kept running or not. The present study was conducted to investigate students' voices of EMI based on their different exposure period to English. To obtain…

Besides being promoted as a way to improve target language proficiency, Content and Language Integrated Learning (CLIL) is also believed to positively impact socio-affective variables such as language attitudes and motivation. Yet, few extensive empirical studies exist on these aspects in CLIL. The present contribution aims to address this gap in…

The current era of globalization and emergence of English as an international language (EIL) has brought about new opportunities for L2 pragmatic learning and teaching. The common view of pragmatic learning as an approximation to native-likeness is changing towards conceiving pragmatic ability as a tool to interact with people of different…

While formal L3 morphosyntactic acquisition research has focused on the roles of the L1 versus L2 during the L3 initial stages, we examine their roles during development. Specifically, we explore whether the L3 (here, Portuguese) revision process after non-facilitative transfer differs whether the initial L3 representation reflects the L1 or L2.…

This study examines motivation and multilingualism using quantitative data from 468 language learners in China. More precisely, the point of inquiry was to investigate the language-specificity of the psychological aspects of self within the L2 Motivational Self System (L2MSS). The Exploratory Factor Analysis (EFA) with the L2 English data revealed…

Drawing on theories from Applied Linguistics research, this doctoral dissertation brings together European perspectives on "language," "identity," and "voice" in an examination of English as the international language of science (EILS). Using the theoretical frame of Dynamic Systems Theory (DST), each of the chapters…

One of the most interesting studies on the role of L1 and contrastive analysis in vocabulary teaching is by Laufer and Girsai (2008). However, due to some methodological issues, their research findings are open to criticism and controversy. The current study aimed to replicate the research with a more rigorous design to re-investigate the…

Recent studies have proposed developments to the Simple View of Reading to reflect reading development across age groups and differences among learner profiles and account for additional factors that explain reading comprehension performance beyond word recognition and language comprehension. One of these proposals is the inclusion of cognitive…

As the content knowledge of English language learners and immigrant students is assessed in their less proficient language, the validity and fairness of assessments related to those students have been widely discussed. However, such assessment issues have not received much attention in rapidly expanding bilingual education programmes, where…

In terms of language teaching, individuals' ability to master their native language and grammar rules directly affects foreign language acquisition processes. Considering this situation, which is also defined as "interdisciplinary" the background of foreign language learning processes in the context of the native language should be…

The "Muqaddimah," a massive 14th century text by Arab historian Ibn Khaldun, while primarily a history, in the later chapters deals with linguistics and pedagogy. Multiple publications on what his work contributes to the field of education exist. But surprisingly, only two papers have appeared specific to teaching English to speakers of…

Research focused on learning mathematics in a 2nd language is generally located in individual 2nd-language contexts. In this ethnographic study, I investigated mathematics learning in 4 different second-language contexts: a mainstream classroom, a sheltered classroom for Indigenous students, a welcome class for new immigrants, and a…

Over the last several years, we have been witness to a growing body of work that examines the acquisition of Portuguese as a third language (L3). Here in the United States, Spanish speakers account for 45% of students enrolled in Portuguese classes (Milleret 2012), divided among first language (L1) Spanish speakers, second language (L2) Spanish…

Second language (L2) learning is widely acknowledged as complex due to variables such as learner, context, and target language. Such variables are particularly relevant to the learning of immigrant or indigenous languages in countries such as Canada, the United States, and New Zealand. The motivational roles of such variables are considered…