The role writing plays in learning science has evolved over time, as have the settings and contexts in which writing in science research has taken place. This systematic review examines 20 years (1996-2016) of writing in science intervention studies in K-12 settings with a specific focus on comparing contexts that do and do not include English…

While a range of typologies frame and critique the scope, purpose and power relations of different student voice approaches, it is timely to look at the direction that student voice literature has taken in recent years and map dominant discourses in the field. In the article the following questions are addressed: (a) What are the dominant…

This coda considers how translanguaging discourse is manifested in classrooms. Li Wei and Lin open up spaces of possibility for translanguaging by questioning the order of language. In so doing, the school code assumes its appropriate place as a system of coloniality.

The main aim of the present study is to build knowledge and understanding regarding the linguistic use of hedging by Malaysian speakers of English in academic spoken discourse and, more specifically, doctorate students presenting their thesis in the candidature defense. It looks not only to describe the specific nature of spoken academic hedging…

Intersections between transnationalism, the internationalization of higher education, and applied linguistics continue to draw attention, as the proliferation of academic mobility is increasingly influencing students, instructors, and universities globally. As one of the world's major receiving countries of international postsecondary students,…

Based on qualitative data on students' approach to reading this paper argues that student learning be significantly improved by facilitating reading to unfold as a method of inquiry. Identifying how students currently orient and interact with texts and further what learning outcomes reading affords we develop the concept of 'Text-Centred Reading'…

In exploring imposter feelings in early career academics, this article examines the impacts of adopting social constructivist pedagogies. It reveals the significance of reflective practice in a Post-Graduate Certificate in Academic Practice programme (PGCAP), supporting professional development in teaching, learning and assessment for new…

Research on the use of standardized test scores in higher education reveals significant variations in attitudes and perceptions of language proficiency tests among test score users. Most test score users have limited knowledge about test score interpretations in terms of what English as additional language (EAL) students typically know and can do…

As online collaboration continues to normalize in the post-pandemic digital age, how students engage online through collaborative learning has grown in importance. Web 2.0 has led to a shift in learner engagement that impacts the ways students interact with class content, and this provides opportunities for more meaningful collaboration and…

Language should not be a hurdle for English language learners in mathematics. The participatory action research study focused on how first-grade teachers identified, planned, and implemented discourse strategies to support English Language Learners in math instruction. To do so, I engaged three teachers who were English Language Learners as…

Teacher discourse is one way to scaffold instruction for students and is especially important for multilingual learners (MLs). With an ever-growing population of MLs, this topic demands attention. This study takes steps to meet this demand by presenting a language-based approach to content instruction (LACI), a guiding framework comprised of six…

This study was conducted to examine the lexical bundles used by nonnative speakers of English and explore any potential L1 influence on L2 lexical bundle use. Following a corpus-based approach, the frequency and types of English four-word lexical bundles in the postgraduate academic writing of Turkish and American students were analyzed, and the…

This study examines how supervisory feedback facilitates doctoral students' academic literacy development in their situated practice of writing for publication (WFP). Multiple-sourced data collected from one supervisor and his four doctoral students were analyzed, including drafts with written comments added, feedback dialogues around text…

This qualitative study explores the perceptions and conceptions of academic writing among 14 ELT students in an English medium instruction (EMI) context at an international university in Northern Cyprus, an under-researched setting. The study revealed that participants faced a variety of challenges and employed strategic approaches that created…

Research into vocabulary knowledge often differentiates between breadth (how many words a person knows) and depth (how well the words are known). Both theoretical categories are essential for understanding language learners' lexical development, but how the different aspects of vocabulary knowledge interconnect has not received the same attention…