In Austria and other European countries, the initial segregation of learners of the language of instruction reflects the dominance of monolingual educational traditions. While prior research has extensively explored principals' and teachers' self-reported strategies for addressing the needs of language of instruction learners, little is known…

In discussions about relationships between research and pedagogy, teachers and researchers are often characterized as facing each other across a "gap" that separates them. Teachers are described as having practical concerns about their own classrooms and little patience for "theoretical" issues. Researchers are described as…

English spelling has always been described by many language researchers and teachers as a daunting task especially for learners whose first language is not English. This monograph presents the report of an investigation on the use of spelling, which includes the determining factor of grammar in the teaching of English, in it we will develop a…

In the study reported on here we investigated the effects of sign language barriers among Deaf learners in special schools for the Deaf and Blind in the Motheo District in the Free State province of South Africa. Semi-structured focus group interviews were held with 7 teachers (2 males and 5 females) and 10 Grade 8 learners (6 males and 4 females)…

Existing research suggests that being multilingual may convey advantages for additional language learning. However, little research to date has examined the role of multiple languages in primary-school classroom settings and in foreign language learning in particular. We investigated the learning of French by children with English as an additional…

This article examines whether teacher mentoring can be achieved in the Greek EFL multicultural teaching context, within the private sector, mainly through observation and if this could contribute to the teacher (observee) or even mentor (observer) development. Observation explores everyday multicultural classroom situations and results in a…

Situated in an English as a foreign language (EFL) context, this study navigates the intersection of language learner identity and foreign language engagement. Specifically, drawing on the concept of voice (Canagarajah, 2013; Johnstone, 1996; Kramsch, 2003), Bakhtin's (1981) theory of language, and the notion of investment (Darvin & Norton,…

While there has been long-standing interest in identifying teacher practices for facilitating participation, less attention has been paid to what might be termed the 'participation paradox', or the necessity of "engaging in" and "disengaging from" interactions with individual students to create opportunities for both…

Despite textbooks serving as a primary educational resource, they are not inclusive. While the argument that the native speaker (NS) lingua-cultural approach or dominance in textbooks may impede English as a lingua franca (ELF)-aware teaching and learning has been accepted by some scholars, this assertion is supported by little empirical evidence…

The possibility of exploiting technology for more robust and meaningful learning and teaching has invoked messianic responses from the language education community. Yet to be explored are teachers' pedagogical choices based on the perceived technological affordances as well as interactions between teacher and student agency mediated by these…

Anderson's central concern in his "ELT Journal" article (Vol. 69, No. 3, 2015) is to introduce several helpful changes teachers can make to a regular lesson plan pro forma due to a particular language learning environment and unpredictable events. In introducing these changes, Anderson discusses affordance, learning objectives, and…

Despite the long-term and intensive English learning educations they received, Chinese college students still have to struggle to make an even 2 minutes professional English presentation. Through more than 10 years English study, their vocabulary and language knowledge are enough for delivering an intermediate level English presentation. By…

This study sought to investigate whether there are differences among EFL instructors of various intelligence types in terms of the types of activities that they implement in their classes. It also sought to investigate teachers' perceptions about the theory of multiple intelligences. To this end, 30 male and female EFL instructors teaching the…

We evaluated the emergence of untaught second-language skills following directly taught listener and intraverbal responses. Three preschool children were taught first-language (English) listener responses (e.g., "Point to the horse") and second-language (Welsh) intraverbal responses (e.g., "What is horse in Welsh?" [ceffyl]).…

Portfolio assessment (PA) is promulgated as a useful tool to promote learning through assessment. While the benefits of PA are well documented, there is a lack of empirical research on how students' self-regulation can be effectively fostered in writing classrooms, and how the use of PA can develop students' self-regulated capacities. This…