This methodological paper presents an approach for examining emotional expressions through discourse analysis and ethnographic methods. Drawing on trends in the current literature in science education, we briefly explain the importance of emotions in science education and examine the current research methodologies used in interactional emotion…

Challenging the notion that English-medium instruction (EMI) is necessarily an English-only space, the authors argue for an alternative vision of EMI settings as spaces that benefit both emergent bi/multilinguals and their English-monolingual peers. Given that the enactment of EMI varies according to the underlying language ideologies of the…

In this study, we examine how bilingual students in elementary school use their languages and what this means for their meaning-making in science. The class was multilingual with students bilingual in different minority languages and the teacher monolingual in Swedish. The analysis is based on a pragmatic approach and the theory of…

It is important for mathematics teachers to see themselves as mathematics learners and to see mathematics as comprehensible, purposeful, and fun. A teacher's mindset influences many aspects of teaching and learning, including the learning tasks they offer, the ways in which they orchestrate classroom discourse, their response to mistakes, and…

Collaborative group work has the potential for providing rich opportunities for children to learn through talk with peers; however, in practice, little effective engagement in learning is observed within authentic learning contexts. Exploratory talk is associated with high levels of cognitive challenge within collaborative group work. Detailed…

A multi-dimensional conceptualisation of dialogue was used to examine how university tutors valued dialogic interaction in higher education seminars. Values were evidenced in tutors' stimulated recall interviews based on reflections of their seminar practice. As would be expected, the reflective accounts revealed different orientations towards…

As student participation is an essential component of many classes, this research attempted to foster increased congruence between student and professor ratings of class participation. Study 1 (N = 191) explored the utility of a detailed grading rubric in assessing participation. As predicted, providing students and faculty with the same rubric…

The current study reports on a large-scale quantitative analysis of classroom talk practices and links to different measures of reading achievement within upper elementary classrooms. Data involving 745 fourth- and fifth-grade teachers and 18,844 students from the Measures of Effective Teaching (MET) study were used. Talk was quantified via…

This descriptive observational study examined the implementation of Mother Tongue-Based Multilingual Education (MTB MLE) language policy to the classroom practices of a grade three multilingual classroom in the Philippines. The constructive alignment of the said language policy implementation was evaluated in terms of: (1) Mother Tongue (MT) as a…

The present study's aim is to identify whether class participation is a significant predictor of English language achievement among university students and their views concerning class participation and academic achievement. A sequential mixed method design was applied and a total of 2013 university students (813 female 40.3%; 1200 male, 59.7%)…

This study explored teachers' perceptions of learner engagement in L2 task-based interaction. Fifty-four pre- and in-service ESL/EFL teachers with different L1 backgrounds and L2 teaching experiences were asked to define and rate learner engagement in two learner-learner interactions. The results revealed three major indicators that the teachers…

Using the theoretical framework of pedagogy of compassion and single embedded case study methodology, this article explores how a teacher negotiates the contours of migration and social transformation to promote education for global citizenship. The research site was a former white school in South Africa. The research sample was a female Indian…

From a cognitivist theory stance, domain-specific subject knowledge is necessary for deep learning and cognitive advance. What opportunities for deep learning and cognitive advance are provided in geography classrooms? This analysis of teaching in geography classrooms is framed by the concepts of deep learning, pedagogic discourse, and a…

Purpose: This article investigates the mathematics educational values of Pasifika students in New Zealand. It draws on student voice to examine Pasifika students' understanding of mathematics educational values and their reasons for rating values at different levels of importance. Design/Approach/Methods: The study involved Years 7 and 8 Pasifika…

Aims: This research explored discourses regarding language in multilingual primary classrooms and how the dominant discourse forms teaching practice. Rationale: Educational responses to linguistic diversity are set within a social and cultural context, and in the context of England responses have varied throughout history. The current context is…