As they embrace their new profession, teachers across the country face many challenges as they strive to reach all students and have each succeed. Student success or lack of success impacts teacher self-efficacy, and ultimately the decision as to whether to remain in the profession. This article explores how teachers can support the academic…

The Next Generation Science Standards call for the adoption of many aspects of scientific inquiry in the classroom. The ways in which classroom talk and classroom environment change as students and teachers learn to utilize inquiry approaches are underexplored. This study examines the frequency with which linguistic markers related to access and…

This paper uses Deleuze and Guattari's concept of faciality to analyse the teacher's face. According to Deleuze and Guattari, the teacher-face is a special type of face because it is an "overcoded" face produced in specific landscapes. This paper suggests four limit-faces for teacher faciality that actualise different mixes of significance and…

Many people believe the myth that being taught by a native speaker is the best way to learn a language. This belief has influenced many Saudi schools, language institutes, and universities to include the nativeness factor as part of a language instructor's job requirements. Using an open ended questionnaire, this study aims to investigate the…

Teachers' oral language use may be an important factor in student achievement, particularly for students who struggle with language, learning, and behavior. This study examined features of teacher talk during whole-class instruction in 14 general education (GE) and 14 self-contained special education (SE) elementary classrooms that included…

Autonomy support in classrooms is believed to coordinate students' inner motivational resources in ways that enhance student engagement (e.g., Jang, Kim, & Reeve, 2012). Yet, to our knowledge, no study has investigated student-generated interpretations of the motivational significance of their teachers' autonomy-supportive practices.…

This article explores dilemmatic aspects of language policies in a preschool group in which three languages (Swedish, Romani and Arabic) are spoken on an everyday basis. The article highlights the interplay between policy decisions on the societal level, the teachers' interpretations of these policies, as well as language practices on the micro…

This study analyses the crisis of English teaching in Pakistan. The study examines stakeholders' perceptions and classroom practices to identify theoretical fault lines and institutional/pedagogical challenges in the low-fee schools. We deem such research critical in the backdrop of public's heavy reliance and feverish pursuit of low-fee…

Research Findings: This study examines lexical- and sentence-level dimensions of academic language to describe teachers' natural use of academic language and its association with vocabulary growth in 489 at-risk 4-year-olds enrolled in Head Start preschool classrooms. Using transcripts derived from video recordings of book-reading sessions in 52…

Our paper provides an empirically based perspective on the contribution of Conversation Analysis (CA) to our understanding of children's second language learning practices in a multilingual classroom setting. While exploring the interactional configuration of a French second language learning activity, we focus our analytic lens on how five…

Although significant attention has been devoted to the notion of facework and its functions, facework among L2 speakers, whose cultural backgrounds and language proficiencies vary, has remained unexplored. The present study attempts to explore situations of intercultural communication in which facework is used as a way to remedy moments of…

This article presents a reflexive and critical discourse analysis of classroom events that grew out of a cross-cultural partnership with a secondary school teacher in Singapore. I aim to illuminate how differences between researcher and teacher assumptions about what participation in classroom activities should look like came into high relief when…

In this paper, we report findings from the second year of a three-year research and professional development program designed to help elementary school teachers engage in dialogic teaching to support the development of students' argument literacy. We define argument literacy as the ability to comprehend and formulate arguments through speaking,…

This study of three science teachers' lessons on heat and temperature seeks to characterise classroom talk that highlighted the ways language is used and to examine the nature of the language demands revealed in constructing, negotiating, arguing and communicating science ideas. The transcripts from the entire instructional units for these…

Research has established the central role of high quality discussion in the developing understandings of readers and writers (e.g., Applebee, 1994; Freedman & Delp, 2007; Nystrand, 1997). Studies particularly have focused on the promise of dialogic teaching, or instruction that provides students with ongoing opportunities to engage in…