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Uma Ganesan; Amanda R. Morales – Cultural Studies of Science Education, 2024
Increased globalization of the world economy, growth in human migration, and rapid developments in science and technology have required people to develop intercultural communication skills. Teachers play a crucial role in developing intercultural competence among students in our globalized, multilingual classrooms. The need for fostering…
Descriptors: Multilingualism, Science Education, Cultural Awareness, Teaching Methods
Ruiguo Cui; Peter Teo – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2024
Dialogic instruction, a form of instruction that engages students in meaningful and substantive classroom dialogue, has been shown to benefit students in many ways. However, few studies on dialogic instruction have focused on the role and agency of classroom teachers as they navigate and negotiate the vagaries of classroom talk, especially in…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries
Marie-Eve Bouchard – Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 2024
Teachers play an essential role in fostering linguistic security in their classrooms. The aim of this study is to identify the language ideologies articulated by teachers in the Francophone schools of the English-dominant context of British Columbia (Canada) in order to explore how the different practices they implement to foster the use of French…
Descriptors: Language Attitudes, Language Usage, French, English (Second Language)
Hall, Joan Kelly – Language Teaching, 2022
A great deal of research on second language (L2) input has provided useful linguistic evidence for the development of generalizations about and hypotheses on the usage-based nature of L2 knowledge. However, despite the fact that classrooms are one of the most ubiquitous sites of L2 learning, we still know very little about the linguistic quality…
Descriptors: Correlation, Classroom Communication, Second Language Learning, Second Language Instruction
Samrat Bisai; Smriti Singh – MEXTESOL Journal, 2024
In a multilingual classroom, students come from diverse linguistic and cultural backgrounds. They bring various cultural experiences, knowledge, and linguistic resources with them, however, most of the time, these resources remain unutilized as the medium for discourse in the classroom is often the dominant language. As a result, minority…
Descriptors: Multilingualism, Second Language Learning, Language Minorities, Classroom Communication
Ramasamy, Sheila Adelina; Zainal, Azlin Zaiti – TEFLIN Journal: A publication on the teaching and learning of English, 2023
Dialogic discourse is said to aid the social and cognitive aspects of language learning and acquisition and students' success in second language learning is therefore largely dependent on the interactional opportunities available. Recognising the potential impact of dialogic discourse in enhancing second language acquisition amongst Malaysian…
Descriptors: Dialogs (Language), English (Second Language), Second Language Learning, Second Language Instruction
Lucero-Babativa, Edgar – GIST Education and Learning Research Journal, 2020
This paper of a literature review presents the construct of interactional identities as part of the study of classroom interaction in English language teaching education. The paper defines interactional identities in the field of English language teaching. By listing studies on the matter, the relationship of this construct with classroom…
Descriptors: Self Concept, Second Language Learning, Second Language Instruction, English (Second Language)
Rowe, Lindsey Wells – ProQuest LLC, 2022
Emergent bilingual students in the U.S. often attend English-medium schools where their bilingual language resources are ignored and dismissed. Research suggests this is harmful for students, but little empirical work has examined how teachers in English-dominant schools can support students' biliteracy. To address this problem, this qualitative…
Descriptors: Grade 2, Elementary School Students, Writing Instruction, Writing Processes
Wagner, Christopher J. – TESOL Journal, 2021
The language practices used by teachers in schools directly impact the language development and reading performance of multilingual children. Despite the important effect of teacher language choices on children's language learning, there is a considerable need to better understand what constitutes effective multilingual language practices for…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Teaching Methods
Wang, Guoqiao; Han, Ligang – English Language Teaching, 2020
The cultivation of students' autonomous learning ability is one of the significant and essential tasks of college English teaching. In this paper, the current situation of college students' insufficient autonomous English learning ability is thoroughly analyzed. Some effective and feasible strategies to cultivate students' autonomous English…
Descriptors: College Students, Independent Study, Second Language Learning, Second Language Instruction
Flynn, Erin Elizabeth; Hoy, Selena L.; Lea, Jessica L.; García, Mónica A. – Journal of Early Childhood Literacy, 2021
Translanguaging through story documents the progression of an emerging bilingual preschooler who draws on his full linguistic repertoire to story his experiences with others. Over the course of the school year, Diego progresses in his ability to tell a complete story in both English and Spanish. Repeated engagement in storytelling provides the…
Descriptors: Code Switching (Language), Native Language, English (Second Language), Second Language Learning
Kilinc, Sultan; Alvarado, Sarah – Bilingual Research Journal, 2021
This paper explores how two dual language preschool teachers demonstrated critical consciousness in their dual language education (DLE) classroom in Arizona. DLE has historically been grounded in equity for language minoritized students and promises to support students' bilingualism, biliteracy, sociocultural competence, and academic achievement.…
Descriptors: Preschool Teachers, Teacher Role, Grounded Theory, Social Justice
Seltzer, Kate; de los Ríos, Cati V. – National Council of Teachers of English, 2021
This brief aims to contextualize and promote translanguaging as an approach to educating bi-/ multilingual students in US literacy classrooms. Broadly, "translanguaging" has been defined as "the deployment of a speaker's full linguistic repertoire without regard for watchful adherence to the socially and politically defined…
Descriptors: Code Switching (Language), Metalinguistics, Bilingualism, Multilingualism
Bisai, Samrat; Singh, Smriti – TEFLIN Journal: A publication on the teaching and learning of English, 2020
In a multilingual classroom, students come from various cultural, linguistic, and racial backgrounds. They have different ideologies, opinions, and needs. In this regard, 'one size fits all' pedagogy is not only irrelevant but also absurd because the instructions and interactions in the classroom do not cater to the needs of all the students.…
Descriptors: Multilingualism, Student Diversity, Teaching Methods, Classroom Communication
Weinburgh, Molly; Silva, Cecilia; Smith, Kathy Horak – Journal of Science Teacher Education, 2021
The purpose of this study was to understand how biology teachers experienced and learned from professional development (PD) in which the 5R Instructional Model was used as a framework for planning inclusive lesson for emerging multilingual learners (EML). The PD integrated biology content with the scientific practices of using mathematical…
Descriptors: Biology, Science Teachers, Science Instruction, Learning Experience