The use of drama pedagogies in language education has fast become internationally recognised for its unique, synthesised approach to language learning. For this reason, the field has experienced large-scale growth, as evidenced by drama and non-drama specialists bringing applied and educational linguistics and drama together. This paper aims to…

This book considers the past, present and future directions of innovation in US-based Intensive English Programs (IEPs), which provide international students with an immersion-style environment for learning academic English, prior to matriculating into a full-time college or university degree program. IEPs frequently serve as sites for pre-service…

A great deal of research undertaken in child language development, neurolinguistics and various branches of functional and cognitive linguistics has shown that a main source of language development is the spoken input to which learners are exposed. Despite the fact that for most adult L2 learners, the greatest exposure to the L2 is the input they…

This article reports the findings of ethnographic classroom research on the deployment of literature circles in English reading classes in the vocational secondary education sector in Indonesia. Grounded in micro-interactional, thematic, and discourse analyses, empirical findings showed that the students engaged actively in text selection, role…

In search of ways to better the foreign language proficiency levels of their citizens, governments frequently announce macro foreign language policies. In Turkey, the latest education reform in 2013 lowered the onset of foreign language learning to the second grade. The piloting of the latest foreign language policy is in progress to transform the…

In multilingual Australian classrooms, one of the biggest challenges for culturally and linguistically diverse (CALD) learners is mastering the academic language they need to succeed at school. Unlike everyday language, academic language refers to the abstract, complex and challenging language that students need to understand, evaluate, synthesise…

Formulaic sequences (FS) are frequently used by native speakers and have been found to help non-native speakers sound more fluent as well. We hypothesized that explicitly teaching FS to classroom ESL learners would increase the use of such language, which could further result in increased second language (L2) fluency. We report on a 5-week study…

Though research has established a relationship between vocabulary knowledge and academic success and identified features to guide the L2 word learner through academic tasks (see Nation, 2013), less is known regarding student perceptions of academic vocabulary and the conscious decision-making process of these learners while they are writing. In…

The intensive English development/TESL program (TESL-GT) was created through a partnership between Ecuador and one Midwestern university. Through this program, Ecuador's Ministry of Education sought to enhance the instructional effectiveness of secondary English as a foreign language (EFL) teachers. The 67 Ecuadorian teacher participants in this…

Intensive English programs are courses in which students participate in a higher number of classes in a shorter period. The available literature on intensive English courses indicates inconsistent results necessitating further research in this area. This study investigated the effect of an intensive English program on a group of Malaysian…