Reflective thinking is an important feature of study-abroad learning, yet research on reflection in this context is sparse. The current study examined student reflection on 3 content areas (Academic Expectations, Cultural Expectations, and Psychological Issues) at 3 times (before, during, and after study abroad). A content analysis approach with…

This article reviews the authors' findings regarding the electronic book's (e-book's) support of emergent reading among kindergarten-aged children at-risk for reading difficulties. All the studies involved use of educational e-books specially designed by the authors to promote literacy among young children in the 5-6 age group. The review focuses…

Working with students who are deaf or hard of hearing (DHH) can raise questions about whether language and literacy delays and difficulties are related directly to late and limited access to spoken language, to co-occurring language learning disabilities (LLD), or to both. A new Test of Integrated Language and Literacy Skills, which incorporates…

This paper responds to Michael Rosen's blog entries, "How Genre Theory Saved the World", arguing that genre theory in the tradition of systemic functional linguistics (SFL) has made an important contribution to language and literacy pedagogy. It emerged in the Australian context in about 1980 and was initially developed in response to…

Learning to read in any language requires learning to map among print, sound and meaning. Writing systems differ in a number of factors that influence both the ease and the rate with which reading skill can be acquired, as well as the eventual division of labor between phonological and semantic processes. Further, developmental reading disability…

Executive control abilities and lexical access speed in Stroop performance were investigated in English monolinguals and two groups of bilinguals (English-Chinese and Chinese-English) in their first (L1) and second (L2) languages. Predictions were based on a bilingual cognitive advantage hypothesis, implicating cognitive control ability as the…

Romanized transliteration is widely used in internet communication and global commerce, yet we know little about its behavioural and neural processing. Here, we show that Romanized text imposes a significant neurocognitive load. Readers faced greater difficulty in identifying concrete words written in Romanized transliteration (Romanagari)…

The school as an institution assumes that students' grades are constituted by their assessments. This paper examines the background of this presupposition and provides a micro-analytical perspective of the grading practice of teachers in German High Schools ("Gymnasium"). This paper conceptualises the theoretical framework of the…

Previous research has documented schemes and operations that undergird students' understanding of fractions. This prior research was based, in large part, on small-group teaching experiments. However, written assessments are needed in order for teachers and researchers to assess students' ways of operating on a whole-class scale. In this study,…

This study investigated whether learners of Japanese with different first language (L1) writing systems use different recognition strategies and whether second language (L2) exposure affects L2 kanji recognition. The study used a computerized lexical judgment task with 3 types of kanji characters to investigate these questions: (a)…

Classroom discussions of multimodal texts, in particular historical fiction picturebooks, offer an interpretive space where readers are positioned to construct meanings in transaction with the written language, visual images, and design elements created by authors, illustrators and publishers (Serafini & Ladd, 2008; Sipe, 1999). This study was…

The distinction of different test anxiety reactions (e.g., worry, emotionality) is well established. Recently, additional relevance has been given to school-subject-specific test anxiety factors. The present study explored a further aspect concerning the structure of test anxiety experiences, specifically oral versus written examination modes. A…

This paper examines the key linguistic arguments underpinning Basil Bernstein's theory of "elaborated" and "restricted" "codes". Building on a review of selected highlights from the collective critical response to Bernstein, the paper attempts to clarify the relationship of the theory to "deficit" views…

Linguistic errors are pervasive in second language (L2) students' writing. Depending on their gravity, the errors may cause a minor degree of irritation to the reader or even lead to total communication breakdown. As such, errors have always been a major concern to both students and teachers, and error correction has also assumed a central…

This paper introduces the goals of the research project on which this special issue of "Linguistics and Education" is based. A case is made for considering contemporary education as saturated by and dependent on oral and written language, and on beliefs and practices that relate knowledge, talk, reading and writing. The project is directed at a…