This article outlines a literature review of the current anglophone academic literature pertaining to plurilingualism. We summarize 24 of the most pertinent articles in terms of resistance to the adoption of plurilingual pedagogy; key factors in changing attitudes toward the approach; identified classroom options; and implications for teacher…

In recent years multilingual approaches to teaching have been widely discussed and translanguaging has been proposed as a pedagogy that offers very positive results in many contexts. Overall, the need to reverse monolingual assumptions among teachers and to adapt pedagogical translanguaging to each context has been highlighted. For that purpose,…

This study examined the effects of pretask training to promote peer collaboration, encourage learning opportunities, and foster individual L2 writing development in web-based L2 collaborative writing (CW) tasks. The participants were 48 students from two junior English composition classes at a Taiwanese university. One class (n = 24) was assigned…

In this qualitative study, we draw on theory and practice in relation to the concepts of "fixity" and "fluidity" in language education (i.e. the simultaneity of bounded, named languages; and the need to transcend language boundaries). We use data from focus group interviews to investigate the entangled ideological dilemmas…

This study investigated the use and functions of metadiscourse markers in English as a foreign language (EFL) virtual classroom during the Covid-19 pandemic. The study examined which metadiscourse markers--interactive or interactional--were used more frequently and how they were employed in an EFL context. It explored two interactive metadiscourse…

We investigated the effectiveness of two different teaching methods based on two different theoretical views of how languages are learned in oral proficiency after three years of L2 French instruction. The first method is commonly used in the Netherlands and is in line with structure-based (SB) principles, viewing language as a set of grammar…

Leveraging the effectiveness of Concept-Based Language Instruction (C-BLI) in language teaching and learning, including in the teaching of specific linguistic features of target languages (Negueruela, 2003; Van Compernolle, 2012), pragmatic elements such as sarcasm (Kim & Lantolf, 2018), and even discipline-specific concepts (e.g., Casal,…

This paper explores the adoption of the Communicative Language Teaching (CLT) approach in primary classrooms, emphasizing that language acquisition is best achieved through meaningful communication rather than rote memorization. Drawing on Krashen's Input Hypothesis and Vygotsky's socio-cultural theory, the study highlights the importance of…

Framed by the concept of critical language awareness, this study validated a survey to assess teachers' ideological beliefs and attitudes toward English learners (ELs)/multilingual learners (MLs) in content classrooms. Employing exploratory factor analysis (EFA), the study identified three major constructs of teachers' beliefs and attitudes from a…

Drawing on the concepts of translanguaging and transnational funds of knowledge, this qualitative study explored the multilingual and mobile life and pedagogical approaches of Ms. Tao, an Asian migrant teacher working in a New York City public school. The findings reveal that Ms. Tao's vast linguistic, cultural, and migratory experiences have…

The research aimed to examine primary teachers' experiences using inclusive pedagogy to serve bilingual pupils with dyslexia. Nine international elementary teachers participated in the study conducted at The International School, a multilingual International Baccalaureate (IB) institution in the United Arab Emirates. The school placed significant…

Internationally, the trend of student-centered learning in higher education has emphasized the importance of aligning student learning outcomes with corresponding assessment methods. This study is conducted at a university in Vietnam by investigating 32 sets of syllabi and test specifications varied from English Language programs to English as a…

There is extensive CLIL research on stakeholders' practices, integration of content and language, and pedagogies. However, limited studies report on teachers' pre-existing knowledge before CLIL implementation and how it influences their classroom pedagogy. Using a third space frame, this study examined CLIL implementation in Kazakhstan. It…

In the paper I analyze two features of the genre of the pedagogical. First is a particular usage of "should" statements (which I call postulational rhetoric) where one can identify an effect of erasing present normative behavior, while that which is postulated is turned into an unattainable ideal, or a value. Second, I analyze…

Learning the unique linguistic forms and structures that construct and communicate scientific principles, knowledge, and beliefs is important for developing students' disciplinary literacy. The use of scientific language is apparent in the texts that scientists produce to communicate their findings to other scientists--the research articles. Texts…