This paper investigates students' performance in content-subjects in the framework of CLIL programmes in Spain. So far, CLIL research has focused primarily on language attainment in the L2 and the L1, but students' achievements as regards content-subjects have been largely ignored. Competence in Science in the L1 is analysed by comparing pupils…

The Every Student Succeeds Act of 2015 mandates that English language proficiency (ELP) standards align with content standards. As the fast-growing population of English learners (ELs) is expected to meet college- and career-ready content standards, the purpose of this article is to highlight key issues in aligning ELP standards with content…

In Mongolia, teachers' attitudes towards large-scale assessments have been a largely uncovered area. Therefore, this paper focuses on examining the general overview of English language teachers' belief about state-level assessments, and their reflection on teaching practices. Participants of this study were 307 teachers of primary and secondary…

This article highlights findings from evaluation of a bridging program for international students at a large Canadian university. Designed specifically for the postsecondary context, the program moved along the continuum from a general, skills-based approach to English for Academic Purposes (EAP) teaching and learning, in which the focus may be on…

Teachers of all students, particularly English Learners (ELs), need to integrate social justice pedagogy into their lessons so that all learners are included in the learning process, thinking critically about curriculum and taking action in the face of injustice. There has been some research into teacher preparation programs focusing on how they…

Due to the monolingual self-understanding of European nation-states, migration-induced multilingualism and the language mixing practices it triggers are not usually acknowledged as resources for learning within mainstream classrooms. The term translanguaging has recently been put forward as both a way of describing the flexible ways in which…

Little research has been done exploring how Islam has been mediated by English language teachers and learners in the classroom through the prism of dominant discourses in social circulation. Drawing on an ethnographic English for academic purposes (EAP) classroom case study, this article explores how particular meanings of Islam were framed and…

Recent discussion indicates that the initial enthusiasm of Content and Language Integrated Learning (CLIL) teachers can be undermined by the demands of foreign-language mediated education. However, there is a lack of research on the resources and tensions that respectively support or limit the professional agency of CLIL teachers. By means of…

This article reports on a study that examined the effectiveness of an intervention using text messages to enhance the academic vocabulary acquisition of English language learners (ELLs). With a random control trial design, we compared students' learning gain of target vocabulary (direct effect) and its subsequent impact on academic vocabulary…

Many international higher education students do not study in their native languages. Unlike their peers who would only worry about the content of the course, they also struggle with the difficulties of the language of instruction. Flipped classrooms, providing students with the learning materials prior to the class, may assist in alleviating the…

The use of literary criticism has served to provide different lenses to analyze, evaluate, and interpret the content and context of the written text in all its forms and varieties, especially in children's and young adult (YA) literature. This study was aimed at analyzing the way in which "Feminist Criticism" may be applied to young…

Content and language integrated learning (CLIL) is a key construct in Business English teaching in universities in China today. While there is a plethora of articles on implementation in European contexts, there is limited evidence in the literature of the teaching/learning experience in other foreign language learning environments--despite its…

Novice teachers often look to textbooks and teacher's manuals for guidance when preparing courses, learning course content, and delivering instruction to students. In the field of pronunciation, however, materials creators face an unusual difficulty when designing resources because beginner teachers often are not truly novices: They might have…

Although the COVID-19 pandemic has profoundly affected K-12 education worldwide, Peru has faced particularly unique challenges. A combination of quarantine requirements and unequal access to remote learning technology led to the creation of a series of multimodal programs by Peru's Ministry of Education under the umbrella title Aprendo en Casa [I…

Today many second language (L2) teachers work with school-aged learners who need to be supported in their language development at the same time they learn school subjects. Applied linguists and researchers in second language acquisition (SLA) have much to contribute to those teachers, but to do so in more powerful ways calls for an orientation…