This study examined intracultural peers using language as a cognitive tool (i.e. "languaging") to recognise, understand, and explain intercultural communication concepts. In pairs, 42 Korean public school teachers enrolled in an in-service program completed a describe-interpret-evaluate task through synchronous computer-mediated…

This study examines Hong Kong major stakeholders' (secondary students, university students, teachers and professionals) perceptions of language variation, English language teaching (ELT) and language use in their everyday communication via a large-scale questionnaire survey (N = 1893). Based on principal components analysis of the questionnaire…

After first discussing the ideologies (standard and monolingual) implicit in language education in the United States, we argue for a necessary ideological shift in the way multiple languages and other forms of semiotic communication are understood, used, and supported in preschool for emergent bilinguals. We present examples from a preschool study…

The field of world language education is one that has historically been dominated by traditional pedagogical practices and perspectives that limit the opportunity for rich, critical examination of course content. This often leaves much to be desired in students' learning experiences for many students, and frequently causes students of color to…

Successful social work is based on communication (Clark, 2000; Pierson & Thomas, 2000; Thompson, 2010), yet there is little consensus in the field as to what exactly constitutes proper communication (Richards, Ruch, & Trevithick, 2005; Trevithick et al., 2004) and where models of good communication might be found. It is therefore not…

Employing drama activities in foreign language classes has proved to help language learners improve their skills. Within the context of drama course offered in an English Language Teacher Education program in Turkey, the present study suggests some drama activities based on well-known Nasreddin Hodja jokes. The study aims to find answers to…

Sometimes students manage to complete investigations without really using complex and scientific language. Even when they use scientific vocabulary, they do not always build logical arguments to communicate their findings. In this article, the author describes how several elementary science teachers addressed this challenge in after-school STEM…

This study, carried out at a major technological university in China and based on a convenience sample of 116 students, is designed to identify which aspects of their classroom environments had the greatest effect on the students. Students completed a 26-item questionnaire which elicited general as well as specific views on the EFL classroom…

Meaningful learning requires the integration of cognitive and affective learning with the psychomotor, i.e., hands-on learning. The undergraduate chemistry laboratory is an ideal place for meaningful learning to occur. However, accurately characterizing students' affective experiences in the chemistry laboratory can be a very difficult task. While…

For children learning English as an additional language, dialogic teaching supports both learning content and learning language. Engaging language learners in dialogue offers special challenges, however. This article describes an instructional approach that focused on engendering purposeful and cumulative talk, supported by metalanguage from…

This study considers the opinions of dual immersion elementary school principals in investigating the following research questions: (1) What do dual immersion principals identify as the skills and traits for the school leader that lead to the principal's success in a dual immersion context? and (2) What were the differences of opinion, if any,…

Over three years, eighty-two teachers in their first or second year of teaching participated in orientation programs for new adult educators. During the programs, they reflected on their own instructional practices when teaching mathematics to adults. The teachers identified the practice they were likely to overemphasize and explained why they…

This article describes some of the opportunities and challenges presented by beginners' courses in Norwegian for international students offered by the Department of Linguistics and Scandinavian Studies at the University of Oslo. Teaching approaches and course content are examined in relation to CEFR levels A1, A2 and B1 and the CEFR's main…

In this article, I explore questions about what it means to carry, live and invite traumatic stories into the space of a literacy classroom. Weaving illustrative moments from the classroom with trauma theory and research, I ask, What does it mean to embrace the incomprehensible in literacy classrooms? How might the incomprehensible be viewed as a…

This volume provides an overview of current issues in English as an International Language (EIL) education and critical intercultural literacy pedagogy. The different chapters are inspired by 'critical interculturality' as a decolonial project that seeks to interrogate the structures, conditions, and mechanisms of colonial power relations that…