Although research on content and language integrated learning (CLIL) has shown that CLIL instruction may enhance students' second or foreign language learning compared to regular foreign language instruction, there are also studies that have indicated similar language development between CLIL and non-CLIL students. However, CLIL can be organized…

English-medium instruction (EMI) has burgeoned alongside two decades of L2 self-regulated learning research. In both areas, listening remains under-researched, longitudinal designs are under-employed, and in-depth studies are necessary to unpack learner development. In a context believed to initiate self-regulated learning, the current study…

Despite the widespread use and effectiveness of the Modern Language Aptitude Test (MLAT) composite score in predicting individual differences in L2 achievement and proficiency, there has been little examination of MLAT subtests, although they have potential for illuminating components of L2 aptitude and the mechanism of prediction. Here we use…

This book gives an overview of the linguistic development of Korean-English bilingual children living in the US. It provides a detailed longitudinal account of English and Korean acquisition in early childhood, offering a close examination of Korean-American children's code-switching and morphology and syntax development during a time when their…

This study investigates the longitudinal development of language attitudes towards Catalan and Spanish over a five-year period in the transition from primary to secondary education of a sample of students (N = 1,143) in Catalonia and Aragon. Two research questions were investigated: (1) How do language attitudes develop over time? and (2) How do…

This study longitudinally examined the effects of cognitive and sociopsychological individual differences (aptitude, motivation, personality) and the quantity and quality of second language (L2) experience on L2 speech gains in naturalistic settings. We elicited L2 spontaneous speech from 50 Chinese learners of English at the beginning and the end…

This longitudinal study (data collected from 2019 to 2023) examines the relation between Spanish-English bilingual Latino toddlers' (n=46; F=22; M=24) early gesture production (Mage=18.67 months; SD[subscript age]=1.02) and later language skills (M[subscript age]=36.87 months; SD[subscript age]=0.81). Video recordings at child-age 18-months…

For decades now, researchers and academics have lamented the mismatch between the representation of English in the classroom and the way the language is used in real-world contexts. Much of teaching is bound by curricula that determine not only the contents of their teaching but also the materials and assessment methods they use, they are crucial…

This true longitudinal study explored the lexical development of L2 university English major students in Thailand using two learner corpora. This study analyzed the natural learners' English language writing assignments from two writing courses and tracked their lexical development over a relatively long period (three years with five batches of…

orInverse relations, or "trade-off effects," are a common outcome of interlanguage development: a learner may increase performance in one linguistic domain while simultaneously decreasing performance in another. In this study, we investigate the relationships between one aspect of fluency (pause usage) and two aspects of syntactic…

We examined the naturalistic pronunciation development of two groups of L2 speakers over 10 years. Initially, 50 beginner ESL students participated in production tasks; despite attrition, the tasks were administered eight more times. Here we report listener judgements of accentedness, comprehensibility and fluency for the remaining six Mandarin…

This longitudinal inductive research unpacks the process of African post-secondary students' Chinese language identity (CLI) with the purpose of exploring a model of CLI development. We traced how 12 multilingual African students developed their CLI during the first year in a Chinese university. Data coded from three rounds of interviews conducted…

Research has indicated that lexical richness is an important indicator of second language (L2) proficiency. However, most research has examined written, cross-sectional English L2 corpora and does not necessarily indicate how spoken lexical use develops over time or whether observed trends are stable across L2s. This study adds to previous…

This book explores alternative approaches to foreign language education in a context which is traditionally dominated by English-only approaches, and widely viewed as highly monolingual. It examines the grassroots classroom practices of teachers and their assistants involved in plurilingual education in the first longitudinal research of its type…

The development of L2 utterance fluency has been extensively researched, whereas that of cognitive fluency has rarely been examined. This study investigated the longitudinal development of L2 utterance and cognitive fluency and their relationship. Thirty-one Chinese learners of English completed speaking tasks and a set of tasks for cognitive…