In this article we identify ways to scaffold content-specific instruction to support your multilingual learners' academic language development. With the definition that academic language compromises of vocabulary, linguistic functions, and syntax, we share ways to integrate three instructional practices across your instruction. These practices…

Over the years, studies in language teacher cognition have predominantly focused on the cognitions and practices of teachers in English as a second language (ESL) and English as a foreign language (EFL) contexts. Research into teacher cognition about teaching other languages, particularly African languages remains few. The purpose of this study…

Even though textbooks are a central component of the daily instructional practice of English language teachers, relatively little research has been conducted on how teachers actually use (i.e., adapt) textbooks in the classroom. This gap is aggravated by the fact that the terminology proposed in the literature to analyse teachers' textbook use is…

Trickle-down economics is a fallacious metaphor that hurts working people and the civic commons. In this paper, we discuss the role and impact metaphors have in economics education. We explore the stickiness of "truthy" but ultimately false metaphors and offer economics educators alternative metaphors to displace this problematic…

This systematic review reports on research investigating the impact of multi-word unit (MWU) input on young learners' second language (L2) attainment in instructed settings. Recent findings suggest that L2 learners can generalise from MWU input, abstract patterns and employ such schemata productively via slot-filling, indicating that MWUs are key…

This article aims to suggest a model of critical literacy in English as a Foreign Language (hereafter EFL) contexts. The paper will introduce previous critical literacy models in first or second language teaching and learning and those in EFL contexts. Then, several empirical studies based on the models are introduced suggesting important issues…

In the U.S., the EL student population in public schools continues to grow and it raises the question on how to effectively instruct and prepare these students to achieve academic proficiency. The purpose of this quantitative study is to determine if and to what extent there is a quantitative link between gains from 2nd to 3rd grade where the…

There is currently much interest in the role of prediction in language processing, both in L1 and L2. For language acquisition researchers, this has prompted debate on the role that predictive processing may play in both L1 and L2 language learning, if any. In this conceptual review, we explore the role of prediction and prediction error as a…

One in three children enrolled in US early childhood programs is a dual language learner. While dual language learners have been the target of sweeping educational reforms under the guise of justice, these reforms--which pathologize dual language learners as problems to be remediated rather than assets to be developed--have largely ignored the…

Literature survey concerning the Learner Corpus Research (LCR) in the last 20 years has shown a paucity of studies involving specialised/discipline-specific text. Since the use of discipline-specific academic writing learner corpora is useful in determining the language pattern within the English for Specific Academic Purposes (ESAP) context, this…

The prominent role of allophonic cues in English speech segmentation has widely been recognized by phonologists and psycholinguists. However, very meager inquiry was devoted to analysing the perception of these noncontrastive allophonic cues by Arab EFL learners. Accordingly, the present study is an attempt to examine the exploitation of…

Research on TESOL materials development has focused primarily on instructional materials for contexts in which students are learning English separate from academic content (e.g., science, mathematics). This research could benefit from expansion given the increasing number of contexts in which students are learning content and English language…

This exploratory practice study, conducted at the Higher Institute of Human Sciences of Jendouba and the Higher Institute of Languages of Gabès, Tunisia, investigated the impact of task-based language teaching (TBLT) on pre-service teachers' functional competence and explored both teachers' and students' perceptions of TBLT in their English…

This study aimed to (1) investigate students' mindsets before and after the growth mindset is instilled on them, (2) examine effects of growth mindset-based instruction on students' English learning behaviors, (3) explore effectiveness of growth mindset-based instruction on students' oral communication learning achievement, and (4) investigate…

In this paper, we use the lens of embodied language cognition and intersemiosis to argue for the importance of developing creative approaches to language work in classroom settings and we cite as an example some activities from a workshop that was developed for modern foreign languages (MFL) trainee teachers in London…