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…

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 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…

Research on the implementation of CLIL at the onset of primary school is limited and has largely overlooked the role of other sources of individual differences. This study investigated the effects of the CLIL approach to English learning, together with the effects of out-of-school exposure to the language through media and other sources of…

Foreign or second-language (L2) pre-service teachers (PSTs) are simultaneously learners and teachers of the target language, adding to the complexity of teacher education. How these two identities are intertwined with their pedagogical beliefs and dominant ideologies has not been fully investigated, especially with PSTs in longitudinal studies. To…

Whilst the links between learner corpus research (LCR) and Second Language Acquisition (SLA) have long been debated, McEnery et al. (2019. "Corpus Linguistics, Learner Corpora, and SLA: Employing Technology to Analyze Language Use." Annual Review of Applied Linguistics 39: 74-92. doi:10.1017/S0267190519000096) claim that learner corpus…

This book details a three-year, multi-stranded study of teacher education programs that prepare future teachers to work with multilingual learners. The book examines how racism and linguicism collaborate to shape the conditions under which teacher candidates learn how to teach. The analysis traces dynamic shifts in thinking and practice as…

The current longitudinal qualitative research explored the development of pre-service English teachers' perspectives on critical literacy and critical pedagogy throughout the Critical Reading and Writing course. The data were collected through a text selection questionnaire, pre-course and post-course critical consciousness questionnaires, and…

In Japan, calls for students to become global human resources (GHR) has placed pressure on universities to internationalise. Traditionally, Japanese universities have relied on student mobility to foster GHR, but a decline in mobility numbers has highlighted the need for educators and administrators to consider how an intercultural mindset can be…

For high school science teachers working with students who are in the beginning stages of English learning, it can be difficult to engage English learner (EL) students in using language that is accessible to understand complex scientific concepts. Improving EL students' access to science education is an important component of diversifying…

The current study examined cognitive effects of two pathways of second language (L2) acquisition longitudinally in Chinese speakers learning English in an L2-dominant environment. Thirty-nine participants who attended an intensive 10-week English course (L2-instruction group) were compared to 38 participants who attended regular university courses…

Teachers of all subjects and grades must remain aware of the linguistic and cultural diversity among their students, as second language learners often experience educational disadvantages. Therefore, (pre-service) teachers must acquire pedagogical language knowledge and skills in linguistically responsive teaching (LRT), and develop positive…

This dissertation investigates the longitudinal development of Chinese language proficiency among students in a Chinese as a Foreign Language (CFL) Flagship Program at an American public university from 2014 to 2024. Using Bayesian multilevel regression models, this study assesses the trajectories of listening, speaking, and reading proficiency…

With the increase in linguistic and cultural diversity in South Korea, the landscape of English education in Korean classrooms has been changing. This has led to an increased need to explore the language and literacy practices of the emergent multilingual youth in Korea where one (official) language (Korean) has been predominantly used as the…

This longitudinal research presents case studies of three English as a foreign language (EFL) student teachers showing their development regarding target language (TL) use, taking into account both the amount of TL use and the classroom situations the TL is used in. Additionally, the factors that influence their TL use are discussed. The data…