This study employed a mixed-methods approach to explore the attitudes of second language (L2) learners and L2 teachers toward the use of learners' first language (L1) in L2 classrooms. Interview data were collected from Japanese college students (n = 91) and their English teachers (n = 9) to identify salient themes related to the reasons for…

Many educators in immersion contexts support a policy of strict separation of languages in the classroom as the ideal model for second language acquisition and are reluctant to make connections between the dominant language, the target language and pupils' home languages. This can result in missed opportunities for drawing on pupils' entire…

Metalanguage is an important part of teacher talk in L2 classrooms. The present study examined the occurrence and type of metalinguistic terms in teacher feedback and their relationship with the patterns of learner uptake and the effectiveness of teacher feedback. A total of eight teachers and nine classes participated in the study. Four to six…

This article drew on the recent dynamic, distributed view of "translanguaging and flows" and the New Materiality view of meaning making to explore content and language integrated learning (CLIL) activities in an English-Medium-Instruction (EMI) secondary Science classroom. Fine-grained analysis of the multilingual and multimodal…

English medium instruction (EMI) is widespread in European universities. In most such contexts, students and teachers are able to communicate in at least one other language, generally the shared L1. Recent studies in English-speaking countries and postcolonial settings have suggested that attitudes towards L1 use in EMI are changing, and that…

Normative-theoretical discourse in pedagogy calls for transformation in educational approaches towards multilingualism. The key question in multilingual education remains: Can language ideologies be transformed? The present paper investigates how the field of language awareness can contribute to this process and what practical changes and…

Research on Content and Language Integrated Learning (CLIL) programmes has yielded mixed results regarding their impact on students' language learning, drawing attention to the role of CLIL teachers. This study draws on teacher language awareness research to explore secondary subject content teachers' language-related pedagogical practices when…

This study investigated the occurrence of incidental focus on form in an under-researched context, i.e. the intact foreign language classroom with near-beginner adolescent learners. Two classes of near-beginner learners of L2 French and of L2 Spanish participated in the study. All interactions involving the teacher and a proportion of the students…

Research on form focused instruction has provided support for the use of collaborative tasks in which learners focus their attention on formal aspects of language and consciously reflect on their own language use (i.e. produce language-related episodes or LREs). A strand of research on LREs in different educational contexts examines the effect of…

What does development of language awareness among very young world language learners look like, especially when they have relatively infrequent exposure to the language they are learning? Adopting an "engagement with language" (EWL) perspective and attending closely to classroom discourse, our research analyses interactional data drawn…

Despite the increasing volume of studies on classroom language use research, scant attention has been paid to the relationship between learners' attitudes towards classroom language choice and classroom variables that they perceive to motivate their target language learning. This study examines this issue with Korean undergraduate English as a…

As linguistic diversity is increasing in schools worldwide, research is needed to examine how to modify teaching and learning contexts in response to emerging multilingual students' different needs. Grounded in sociocultural theory, this study examined how teachers used discourse differently to respond to diverse students' needs as they…

Based on sociocultural and contextual perspectives, this study examines how Japanese language learners perceive a conflict between their beliefs and actions when speaking the target language in the classroom context, and how these learners change their beliefs or actions to overcome the conflict. Data were collected during a second-year level…

This paper draws on fieldwork conducted over the course of one academic year in two urban high-school English learner (EL) classrooms located in the south-western part of the United States. As part of a larger interest in how language ideologies mediate classroom discourse practices, this paper analyses the role of awareness in language…

This study aims to examine the relationship between bilingual experience and children's development of morphological and morpho-syntactic awareness. To capture both universal and language-specific bilingual effects, the study included four groups of participants: English-speaking children from a general education programme, Spanish-speaking and…