Increasing international mobility has raised awareness on the fluidity and porous nature of boundaries not only between nation states, but also between named languages. Despite the complexities of overlaps across a wider spectrum of languages and classrooms worldwide, orthodox education programmes still reflect monolingual and epistemic biases,…

This research investigates the variables influencing willingness to communicate (WTC) in English as a foreign language (EFL) context in Taiwan. A hypothesized EFL WTC model with six layers focusing on factors related to individual differences was proposed and the EFL WTC model was reinterpreted as a serial mediation model. Ten latent variables,…

This study compares Spanish instructors' use of preterite and imperfect in the foreign language classroom to the distribution of these forms in large-scale corpora, which represent the input learners would potentially receive in a naturalistic learning context. Twenty-four 50-minute class sessions were recorded, and all tokens of preterite and…

Structured problem-solving lessons are used to explore mathematical concepts such as pattern and relationships in early algebra, and regularly used in Japanese Lesson Study research lessons. However, enactment of structured problem-solving lessons which involves detailed planning, anticipation of student solutions and orchestration of whole-class…

Researchers have generated a powerful framework that identifies three aspects of noticing students' mathematical thinking: attending to, interpreting, and deciding how to respond to student thinking. Previous research has tended to focus on evaluating how "well" teachers engaged in noticing, and how "well" they connected the…

Quiet students are sometimes misunderstood in the college classroom. Students may be quiet for reasons related to personality traits, learned behaviors, or situational factors, but regardless, their silences may be misinterpreted by their instructors as a lack of engagement in their courses. In fact, quiet students are often very engaged in the…

Interacting with peers can be difficult for some students, due to their personality as well as to their learning styles. This paper shows how the Task-Based Approach (TBA) can be implemented and how digital resources can be used in language teaching and learning to enhance the students' experience and foster autonomy. To do so, I describe tasks I…

Education researchers have established the value of dialogic, whole-class discussions across content areas. However, such discussions have been defined primarily in terms of questions that enable or constrain interactions among multiple students. Research remains to be done on whether and how the subject matter with which teacher and students…

This article analyses the sort of classroom talk that leads to effective learning, and some of the forces which operate against such practices. It starts with an analysis of the classroom context and the dominant patterns of interaction. These cause processes of learning to be hidden. It then develops by an analysis of effective learning,…

In a number of educational contexts, it is common for two or more teachers to "co-teach," or collaborate on-site together in a classroom. Despite the popularity of this arrangement, the body of discourse-analytic literature on co-teaching remains small. In an effort to contribute to the work on co-teacher interaction and, more…

We start with the stance that it is important for educators to understand students' language repertoires in relation to characteristically mathematical conceptualizations and processes. The data in our study of grade 3 to 11 students' language repertoires for conjecture led our attention to competing discourses in the classroom and the…

This article examines the use of silence as a constructive teaching tool in the classroom rather than as a punitive measure. The author offers suggestions for the inclusion of silence to benefit students specifically in a literature high school classroom.

This is a reflective essay on my own experience while learning and teaching in multicultural classroom in higher education in the UK. It emphasizes the indispensable relationship between the two fields of teaching--learning and communication processes in such heterogeneous environment. The essay focuses on how, in such context, teachers are key…

The growing demand for Indigenous language education in the United States often relies on community teachers with widely varying proficiencies as part of local language reclamation efforts. While these English-dominant 'teacher-learners' play a central role in the success of classroom-based K-12 language programs, their classroom experiences and…

Recent studies on classroom discourse have challenged the traditional classroom role set and emphasised equal contributions from the participants and the emergence of knowledge through active participation. Co-learning emphasises the process in which teachers and students attempt to adapt to one another's behaviour and learn from each other in…