Emotion research in second language acquisition has flourished under the growing influence of Positive Psychology in recent years. The present study focuses on foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 263 Chinese undergraduates in relation to learner variables as well as the sources of enjoyment and anxiety…

During COVID-19, online education was utilized globally to bridge geographical and temporal gaps; however, this posed new challenges. In this context, instructors continued to play a crucial role in shaping students' educational experiences and promoting student achievement. Consequently, addressing the issues that can help students adapt to…

This study explores the effectiveness of current teacher preparation program that prepare dual language immersion teachers and identifies effective professional development training approach for teachers under the layer of culturally and linguistically responsive pedagogical practices. Through a qualitative phenomenology approach that includes…

Providing foundational academic support to Indiana's culturally and linguistically diverse students is a cornerstone of the state's educational goals. Over 140,000 Indiana students speak a language other than English at home, and there are over 295 different languages represented in Indiana schools. Of these, over 93,000 students have been…

To address the demands from their courses, students with insufficient language proficiency who cannot attend the standard subject-specific academic language development program are directed to an alternative discipline-specific program -- the Language Development Tutorial in Block mode, at the University of Technology Sydney. This practice report…

The few studies conducted to date on the affective dimension of CLIL (Content and Language Integrated Learning) have predominantly focused on the relationship between motivation and language attainment, which points to a need for further investigation. To this end, this cross-sectional study aims at researching the degree of correlation between…

This practical guide shows teachers how to introduce academic language to young children, with an emphasis on appreciating and leveraging linguistic diversity. New educational standards are asking students to master content-area concepts and increasingly complex texts in earlier grades. This practitioner-friendly text provides instructional…

The adoption of Content and Language Integrated Learning (CLIL) in Spain has affected educational spending and introduced modifications in learning and assessment procedures for students. While positive effects are noticeable in terms of language learning, evidence concerning the impact on non-linguistic subject areas has been less forthcoming.…

A common drawback in traditional language education is that all students in the same class use the same content. Since students may have different backgrounds such as prior knowledge and learning speed, one single curriculum may not be able to accommodate every student. Unfortunately, most students cannot afford personalized language learning,…

The purpose of this qualitative study is to explore the relationship between secondary English learner students' perspectives of effective teacher practices and how these practices contribute to their self-efficacy in the content area of social studies. As reported by the National Association of Education Progress secondary English learners…

This study examines the impact of CLIL on the English language competence achieved by students in primary and secondary education in the monolingual autonomous community of Extremadura (Spain) and extends investigation to a year after the end of the secondary CLIL programme when students were finishing their first year of "bachillerato."…

Although CLIL (content and language integrated learning) programmes are now globally expanding, the number of studies that have examined their impact on both multiple language learning (students' L1, L2 and English as a foreign language) and content learning are scarce. This study investigates the effects of a CLIL programme implemented in a rural…

In this study, we used a quasi-experimental, longitudinal design to examine the English language arts (ELA) and mathematics test scores of emergent bilinguals (EBs) in DLBE 50:50 models versus English as a second language (ESL) models in Indiana over four academic school years. With a focus on the midwestern U.S., we bring attention to a…

In this study, problems encountered by mathematics and science teachers in classrooms where Syrian students under temporary protection status and suggestions for solution to these problems were examined. A case study was used among qualitative research methods. 30 volunteer mathematics and science teachers from three state middle schools in the…

This study investigates the role of biological age and L2 exposure on the achievement of two groups of Catalan-Spanish intermediate learners of English in secondary school (Group A, Formal Instruction (FI), N = 50; Group B, FI + CLIL, N = 50) regarding receptive and productive L2 skills as well as grammatical knowledge. Learners were matched for…