Codeswitching is a common feature of bilingual language practices, yet its impact on word learning is poorly understood. Critically, processing costs associated with codeswitching may extend to learning. Moreover, verbs tend to be more difficult to learn than nouns, and the challenges of learning verbs could compound with processing costs…

This research-based, highly practical volume presents ways teachers and schools can accelerate literacy achievement with bilingual K-6 students in both English and their home languages. Georgia Earnest García shares innovative instructional strategies for students with different language backgrounds in multiple settings--bilingual/ESL classrooms,…

This article explores the findings from a formative study focused on language and literacy development in an international school's K5 classroom in South America. The teacher's pedagogical goal was to increase the amount of English used by students related to the social context of a restaurant. The intervention involved an integrated literacy and…

Macaro has stated that the choice between a monolingual, immersive, target language-only pedagogy versus a non-immersive, multilingual pedagogy is 'probably the most fundamental question facing second language acquisition (SLA) researchers, language teachers, and policymakers'. Recognizing that prior empirical work on monolingual versus…

In Australia, international students who do not meet university set English language requirements can alternatively attend intensive courses in English for Academic Purposes (EAP). Such courses are steeped in the traditions of communicative language teaching, often holding 'English only' classroom policies. This article draws on data from a larger…

The present study aims to investigate the socio- and applied linguistic functions and frequency of lecturers' language behaviors (code-switching (CS), code-mixing (CM), and translanguaging) in terms of showing lecturers' social identity in the Georgian educational discourse, namely, in teaching Business English (English for Specific Purposes -…

Teacher language use has long been debated and the different proportions and functions of the first language (L1) have been recurrently examined. Nevertheless, there has not been enough attention paid to the relationship between teacher language use and learning outcomes using empirical data. Hence, the present study aims to investigate the effect…

This study explored the strategy use of 12 high-school learners of English within a vocabulary teaching intervention which exposed three groups of learners to one of three types of oral vocabulary explanations: L2 explanations; codeswitched explanations (CS); and contrastive focus-on-form explanations (CFoF) giving cross-linguistic information.…

In this preregistered, longitudinal study of early code-switching, 34 US-born, Spanish-English bilingual children were recorded with a bilingual family member at 2;6 and 3;6, in Spanish-designated and English-designated interactions. Children's Spanish and English expressive vocabulary and their exposure to code-switching were measured through…

This study explored the effects of practice schedule on the processing of new second language (L2) vocabulary and resulting knowledge. Participants were 107 low-achieving adolescents attending a vocational high school in Korea. They were randomly assigned to one of three practice groups and completed a L2 English-L1 Korean paired-associates…

Although the literature on computer-assisted language learning has demonstrated that digital tools such as online translators and bilingual dictionaries offer affordances to second language (or foreign language) writers of English to solve linguistic (lexical and syntactic) issues, the extent to which digital technology supports multilingual…

In this review, we evaluate the claim that translanguaging in the classroom supports the development of the bilingual lexicon by enhancing cross-linguistic transfer. To address this issue, we integrate findings from psycholinguistics and educational sciences in order to identify how effective pedagogical practices for monolingual children can be…

In this article, I share two critical incidents from the vocabulary lessons in an instructional cycle on immigration with third-grade bilingual students. In sharing these critical incidents, I seek to raise awareness of how colonial legacies of cultural and linguistic domination permeate translanguaging pedagogy. I use critical reflection,…

Although translanguaging has become a central issue in the multilingual education literature, research on pedagogical translanguaging practices remains underdeveloped. This article describes a study of 72 primary school students (age = 10.68) who participated in an intervention based on translanguaging pedagogies. During the intervention, the…

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…