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Direct linkMinna Maijala; Niklas Gericke; Salla-Riikka Kuusalu; Leena Maria Heikkola; Maarit Mutta; Katja Mäntylä; Judi Rose – Environmental Education Research, 2024
This paper defines transformative language teaching for sustainability (TLS) and shows how contemporary, learner-oriented language teaching can foster important competencies and skills needed to reach the goals of education for sustainable development (ESD). The main aim of our approach is to integrate transformation-oriented ESD into language…
Descriptors: Sustainable Development, Transformative Learning, Student Centered Learning, Language Teachers
Brent Archer; Marion C. Leaman; Zaneta Mok – Topics in Language Disorders, 2024
People with aphasia may produce speech errors or pauses during speaking turns. A communication partner may choose to guess the person's intended meaning, or may allow the person time to repair their turns (i.e., edited turns). The aim of this study was to understand the topic-related effects that occur when speakers without aphasia allow their…
Descriptors: Aphasia, Interpersonal Communication, Dialogs (Language), Speech Communication
Alexandra Krauska – ProQuest LLC, 2024
In standard models of language production or comprehension, the elements which are retrieved from memory and combined into a syntactic structure are "lemmas" or "lexical items". Such models implicitly take a "lexicalist" approach, which assumes that lexical items store meaning, syntax, and form together, that…
Descriptors: Lexicology, Syntax, Neurolinguistics, Language Processing
Reza Norouzian; Gavin Bui – Studies in Second Language Acquisition, 2024
Meta-analyses play an instrumental role in informing second language (L2) theory and practice. However, current (i.e., classic) approaches to meta-analysis are limited in their ability to do so because they often fail to capture the complexity inherent in primary studies' research designs. As we argue in this article, when complex L2 studies are…
Descriptors: Meta Analysis, Second Languages, Language Research, Research Design
Marina Kalashnikova; Leher Singh; Angeline Tsui; Eylem Altuntas; Denis Burnham; Ryan Cannistraci; Ng Bee Chin; Ye Feng; Laura Fernández-Merino; Antonia Götz; Lisa Gustavsson; Jessica Hay; Barbara Höhle; René Kager; Regine Lai; Liquan Liu; Ellen Marklund; Thierry Nazzi; Daniela Santos Oliveira; Anne Marte Haug Olstad; Anthony Picaud; Iris-Corinna Schwarz; Feng-Ming Tsao; Patrick C. M. Wong; Pei Jun Woo – Developmental Science, 2024
We report the findings of a multi-language and multi-lab investigation of young infants' ability to discriminate lexical tones as a function of their native language, age and language experience, as well as of tone properties. Given the high prevalence of lexical tones across human languages, understanding lexical tone acquisition is fundamental…
Descriptors: Auditory Discrimination, Infants, Monolingualism, Bilingualism
Satoshi Yamagata; Tatsuya Nakata; James Rogers – TESOL Journal, 2024
Knowledge of collocations facilitates second language (L2) learning by enhancing accuracy and fluency. However, acquiring L2 collocations is often challenging for learners. One factor contributing to this difficulty is incongruency between first and second languages (e.g., "draw distinctions" in English corresponds to do…
Descriptors: Second Language Learning, Form Classes (Languages), Verbs, Nouns
Edgar Lucero-Babativa – TESOL Journal, 2024
This research article presents a study on teacher-educator interactional identities in English language education. The study extends conversation analysis by doing co-analysis and member-checking with three participating teacher-educators to analyze the enactment of their interactional identities in language-based and content-based classes in…
Descriptors: Professional Identity, English (Second Language), Second Language Instruction, Teacher Educators
Marie Jacobs – Language Policy, 2024
It seems impossible to explain language choice and practice in the multilingual, understudied context of an asylum law firm by simply referring to official policy texts and linguistic (human) rights. Based on linguistic-ethnographic data (in the form of participant observations, recordings and interviews conducted in the Belgian context), this…
Descriptors: Policy, Language Usage, Lawyers, Refugees
Anqi Hu; Violet Kozloff; Amanda Owen Van Horne; Diane Chugani; Zhenghan Qi – Journal of Autism and Developmental Disorders, 2024
Statistical learning (SL), the ability to detect and extract regularities from inputs, is considered a domain-general building block for typical language development. We compared 55 verbal children with autism (ASD, 6-12 years) and 50 typically-developing children in four SL tasks. The ASD group exhibited reduced learning in the linguistic SL…
Descriptors: Autism Spectrum Disorders, Language Acquisition, Statistics, Children
Estella Kuchta; Sean Blenkinsop – Canadian Journal of Environmental Education, 2024
This exploratory paper intends to spark conversation and further investigation into the relational/ecological possibilities of English. English has ecological, colonial, and relational troubles baked into both its structure and usage--issues rarely addressed in environmental education. However, these problematics might be mitigated with playful…
Descriptors: English, Language Usage, Environmental Education, Conservation (Environment)
Janina Bocher – ProQuest LLC, 2024
Speech exhibits quasi-rhythmic regularities at multiple timescales, which seem to be crucial to comprehension. Both children's ability to extract rhythm from complex stimuli and to produce rhythmic patterns are known to undergo changes from infancy to adulthood. However, it remains unclear what rhythm skills specifically related to speech look…
Descriptors: Language Rhythm, Speech Communication, Language Acquisition, Children
Download full textRémi A. van Compernolle – Language Teaching Research Quarterly, 2024
This article presents the use of conversation analysis (CA) in the context of sociocultural theory (SCT) driven research on L2 development, or CA-for-SCT. I focus specifically on the CA concept of action ascription as it applies to understanding the nature of mediation in interaction. I begin with an overview of the concept of action ascription…
Descriptors: Second Language Learning, Discourse Analysis, Interaction, Social Theories
Sarah Garfinkel; Meredith L. Rowe; Sandra Bosacki; Natalia Banasik-Jemielniak – Journal of Child Language, 2024
This study investigated links between the development of children's understanding of ironic comments and their metapragmatic knowledge. Forty-six 8-year-olds completed the short version of the Irony Comprehension Task, during which they were presented with ironic comments in three stories and asked to provide reasons for why the speaker in a story…
Descriptors: Children, Figurative Language, Comprehension, Pragmatics
Gisela Håkansson; Emily Wanda Williams; Jannicke Karlsen; Janne von Koss Torkildsen – Journal of Child Language, 2024
Little is known about the productive morphosyntax of Norwegian children with developmental language disorder (DLD). The current study examined morphosyntax in Norwegian-speaking children with DLD (n =19) and a control group that was pairwise matched for age, gender, and intelligence quotient (IQ; n = 19). The children's sentence repetitions were…
Descriptors: Foreign Countries, Syntax, Morphology (Languages), Language Impairments
Yazan, Bedrettin; Pentón Herrera, Luis Javier; Rashed, Doaa – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2023
In this paper, we, as three transnational TESOL practitioners (TTP), engage in a collaborative autoethnography (CAE) to examine our professional identity tensions. Theoretically, we follow the premise that the tensions we experience in our professional life can be productive experiences for identity-oriented reflection and, as we work toward…
Descriptors: Language Teachers, English (Second Language), Second Language Learning, Second Language Instruction
