ABSTRACT Although the core element in CLIL and immersion programmes is the integration of content and language, it is challenging to achieve a balance between the two to meet the dual-objective of CLIL. Research on the beliefs teachers have about CLIL and the way they understand the role of content and language in their classes is crucial to achieve that balance. In the Basque Autonomous Community

ABSTRACT Current foreign language education policies advocate plurilingual approaches to learning and teaching languages and call into question the ‘ideal native speaker’ as the ultimate model. Observations within a teacher training context indicate that this ideal still holds considerable weight among pre-service teachers. A study was carried out with students enrolled on the degree programme in Early

ABSTRACT Multilingualism in European classrooms is the norm, not exception, and while the management of linguistic diversity is increasingly at the fore of language policy debates, policy engagement with the multilingual realities of schools continues to be inadequate, and the linguistic habitus of present-day education systems remains largely monolingual [Piller, I. (2016). Linguistic Diversity and

ABSTRACT Critical English language teaching (ELT) research is expanding in scope, covering topics such as linguistic imperialism, native-speakerism, and the intersections between issues of race, class, and gender. With this expansion comes a requirement for robust and rigorous methods of data collection and analysis for researchers to employ. This article puts forward ‘frame analysis’ as a tool for

ABSTRACT This article presents an analysis of the standard language ideology within a corpus of school-designed language policy documents from 264 primary schools in England. It examines the processes by which standard language ideological concepts (e.g. ‘Standard English’, ‘correctness’, ‘hegemony’) get textually manifested in school policies, and how these are intertextually and interdiscursively

ABSTRACT The development of state/federal mandated curricula for schooling is a highly politicised process, and even more so for marginalised Indigenous groups who are simultaneously attempting to revitalise their traditional language and knowledge. An example of this is the ongoing struggles between the New Zealand State and Māori to develop curricula for Māori-medium schooling over the past 25 years

ABSTRACT The decision on which language(s) of instruction to use and how to use them in education is a persistent challenge in the development of quality education in multilingual countries like Ghana. This qualitative study of four public basic schools in the Ashanti region of Ghana explores teachers’ and pupils’ experience of the early-exit transitional education policy in Ghana to understand how

ABSTRACT This article explores the agency of novice New Zealand language teachers in the multi-level class. While the experiences of novice teachers have been widely reported, the field of language teacher agency is in its infancy as is research on how novice teachers respond to an increasingly diverse range of learners’ needs from the outset of their teaching career. Data from semi-structured interviews

ABSTRACT This study follows a group of modern foreign languages (MFL) teachers in the Netherlands during a nine-month professional development project around the theme of ‘Content in MFL’. The project was initiated following proposals to refocus the MFL curriculum on the basis of integrated learning outcomes for both language proficiency and areas of language-related content in the areas of Language

ABSTRACT This paper presents findings from observations of literary translation workshops with secondary-school MFL pupils, revolving around a literary translation from L2 to L1 which does not require pre-existing language skills in the L2. Our research questions were: what skills do pupils mobilise when they work in groups on a literary translation? What can we say of the pupils’ engagement and motivation

ABSTRACT Increasingly, studies are taking account of multimodality when analyzing language textbooks. Due to the diversity of multimodal frameworks used in analyses, and the interdisciplinary nature of language textbook studies, conceptual differences arise that are important to discuss – which is the purpose of this paper. Specifically, I argue that multimodal analyses of language textbooks can be

ABSTRACT What images of the world do we find in language textbooks? What countries and continents are favoured, what key problems of the world are mentioned and taken up, what segments of the world’s populations are represented and how, what role is given to the understanding of world history, colonialism and imperialism, what role is given to the understanding of transnational processes? Are there

ABSTRACT While there is a growing body of scholarship on the neoliberal content of global English textbooks, the ways in which these commercial materials come to life in teaching and learning practices are still under researched. Drawing on a critical ethnographic account of two English courses for unemployed students in a private language school in Serbia, this paper examines the beliefs and actions

ABSTRACT Language textbooks have been –and still are- the centre of attention of substantial research in the field of applied linguistics, language education and instruction, and language studies, among others. This paper synthesizes results and findings from the current Special Issue ‘The language textbook: representation, interaction and learning’’. In particular, it discusses how -and to what extent-

ABSTRACT The term ‘CLIL’ has been used in Australia for over a decade, and the approach has helped to invigorate languages education in both primary and secondary schools. In particular, the flexibility of CLIL has led to a range of teachers accessing CLIL training: from teachers in structured programs where schools have committed to organisational change, to teachers driving initiatives where schools

ABSTRACT Despite previous critical studies on the method, Suggestopedia has re-emerged as a popular method for second language teaching and learning in Sweden. In this article, we focus on what characterises Suggestopedia teaching in Swedish as a second language for adult migrants. Taking a sociocultural perspective, specifically regarding the concepts of mediation, artefacts and scaffolding, we analyse

(2020). Plurilingualism, teaching and learning, and Anglophone higher education: an introduction Anglophone universities and linguistic diversity. Language, Culture and Curriculum: Vol. 33, Plurilingual approaches to teaching and learning in Anglophone higher educational settings, pp. 117-125.

ABSTRACT A frequently stated aim of the increasing internationalisation of higher education (HE) is the incorporation of intercultural elements. This has recently been conceptualised through the notion of intercultural citizenship with universities promising to equip graduates with the necessary knowledge and skills to engage in global workplaces and communities. However, the extent to which intercultural

ABSTRACT One recent development in writing pedagogy is the use of Web 2.0 technologies such as Facebook. Although there have been a lot of studies on Facebook use in writing classrooms, very few studies have explored it as an e-portfolio platform. Thus, this quasi-experimental study attempted to investigate the effects of Facebook-based e-portfolio on L2 learners’ writing performance. The study involved

ABSTRACT This study aims to characterise teachers’ integrated content-language learning pedagogies teaching the skills-focused subject Global Perspectives (GP) in Dutch bilingual upper-secondary-schools. Eleven teachers from seven bilingual schools across the Netherlands participated in the study in the school-year 2016-2017. To obtain insight into teachers’ pedagogies, semi-structured interviews and

ABSTRACT A growing body of literature has addressed the ‘complex layers and nuances of today’s multilingual, mobile and global society’ [Barakos & Selleck, 2019, Elite multilingualism: Discourses, practices, and debates. Journal of Multilingual and Multicultural Development, 40(5), 361]. Heller [2010. The commodification of language. Annual Review of Anthropology, 39, 101–114] argues that the globalised

ABSTRACT This article reflects on mother-tongue education (MTE) and its capacity to promote equality for linguistic minorities. It is argued that the current literature focuses disproportionately on the linguistic and pedagogic details of MTE programmes, while overlooking the unequal power relations that underpin inequality. The paper reports on the experiences of teachers and deaf alumni from the

ABSTRACT This longitudinal mixed methods study investigated the relationship between self-reported L1 and L2 willingness to communicate (WTC), observed (actual) L1 and L2 WTC behaviour, and academic achievement, as well as gender differences. Whereas early studies on WTC have focused on examining WTC as a trait, a few later studies have examined WTC as a state. However, none have included observations

ABSTRACT Although people may readily refer to Britain, Canada, Australia, New Zealand, and the U.S. as Anglophone countries, recent demographic and sociolinguistic profiles of these countries indicate that they are actually both Anglophone and multilingual, and in some of their cities, even more multilingual than Anglophone. Recent research also indicates that when plurilingual approaches to teaching

ABSTRACT This study examines the impact of two types of culture instruction on students’ motivation —a traditional curriculum that pivots on Spanish-speaking countries and a redesigned curriculum focused on US Hispanic communities. Drawing on Gardner’s (1985. Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold) socio-educational model, a survey

ABSTRACT FL literature lessons in Dutch secondary education present a potential dilemma for teachers in terms of language use. On the one hand teachers are encouraged to support target language (TL) input and output to promote foreign language (FL) learning. On the other hand, the curricular culture in the Netherlands has historically stipulated that FL literature teaching should take place in the

ABSTRACT This paper draws draw on conceptualisations of language as heteroglossic to examine whether and how multilingual practices and plurilingual pedagogies are enacted as instructional strategies in two multilingual English-medium universities in western Canada. Multilingual educational contexts have the potential to comprise ‘translanguaging spaces’ [Li, W. (2018). Translanguaging as a practical

ABSTRACT An increasing number of ethnolinguistic minority children in European cities grow up multilingual, being proficient in more than one language. Current public and political debates often insinuate that these children's language behaviour is a reflection of their identification with and integration in society. Though some empirical studies have corroborated this idea, others have contested it

ABSTRACT This article explores some implications of plurilingualism and translingual practice for teaching and learning in higher education. Research in this area tends to focus on the undergraduate experience whereas our focus is on doctoral supervision, a less-discussed but rich site for studying plurilingual and translingual practice. We consider linguistic aspects of research supervision interactions

ABSTRACT Drawing on an ethnographic study of academic literacy practices in the applied social sciences, this paper builds on research which seeks to make visible the increasingly complex linguistic diversity in English-dominant universities (Universities in the Anglophone Centre: Sites of multilingualism. In L. Wei (Ed.). Applied linguistics review (Vol. 2, pp. 121-145). Berlin/New York: De Gruyter

ABSTRACT This paper sets out to develop a finer-grained understanding of the ‘plurilingual social actor’ within an Anglophone higher educational setting. Drawing on data collected as part of The Multilingual University project, I examine how a group of plurilingual postgraduate students taking modules in applied linguistics at a university in London viewed their linguistic repertoires as a resource

ABSTRACT Fair educational assessment in linguistically diverse contexts poses new challenges which call for the need to evaluate the impact of context-related language factors on student performance. Based on data from the Basque Autonomous Community in Spain, this research analyses the effect of different factors on a mathematics achievement test. Using generalised linear mixed models, the results

ABSTRACT I analyze data from a one-year study of plurilingualism across the disciplines in Canadian higher education. I focus on how instructors in different disciplines understand their students’ plurilingual practices and how they respond pedagogically to teaching in linguistically diverse classes. I employ the theoretical lenses of plurilingualism and plurilingual competence. Selected data are presented

ABSTRACT This article investigates school leader perspectives on Content and Integrated Learning (CLIL) based on findings from an empirical research study undertaken in three state secondary schools in England, to investigate (CLIL). The article argues the importance of the role of senior leaders in developing and sustaining CLIL initiatives. Perspectives about CLIL from 12 leaders are presented using

(2019). Modern languages as an academic discipline: where next? Language, Culture and Curriculum: Vol. 32, Modern Languages as an academic discipline: where next? Five years of scholarship and collaboration: LanGW4, pp. 239-243.

ABSTRACT In Pountain (2017), I argued that the indispensable foundation of an academic discipline of Modern Foreign Languages (MFL) must consist of (a) acquisition of and competence in the standard form of a foreign language, (b) awareness of its linguistic structure and varieties, and (c) critical study of cultural manifestations which depend on that language (loosely, the ‘Three Ls’: Language, Linguistics

ABSTRACT Most modern languages degrees in the UK include a Residence Abroad component, the key aims of which are to help students acquire a greater understanding of a new language and culture and to develop research skills. While the acquisition of linguistic competences has been well documented, cultural learning on the year abroad is less well researched. This article is based on an innovative pedagogic

ABSTRACT The current study examined second language (L2) learners’ social networks during study abroad and how they changed over time. Participants were 29 British undergraduates majoring in French who were spending an academic year abroad in France. Social network data were collected three times during study abroad (beginning, middle, and end of a nine-month stay) using the Social Networks Questionnaire

ABSTRACT From watching a subtitled TV series to learning the lyrics of a popular song in a foreign language, media act as a mirror reflecting global multilingual realities. And yet, it is not always clear how teachers can exploit these multilingual experiences of learners in the foreign language classroom. Introducing a multilingual approach into the teaching of translation can show students how a

ABSTRACT A greater level of informal language learning is now taking place than at any time in human history. Much of that learning is linked to unprecedented levels of migration across the globe. This poses challenges to the identity of higher education language teachers, particularly in the UK, where numbers of modern language students have stagnated, despite repeated efforts to stimulate growth

ABSTRACT The study assesses the extent to which Spanish students of English as a foreign language (EFL) at a B1+ level (CEFR) are able to communicate in English (target language) joy, sadness, fear, and anger emotions. It focuses on perception, by investigating learners’ ability to recognise these emotions in a reading task, and production, by examining the linguistic resources used to conceptualise

ABSTRACT The article studies minority language policy in the situation of an internal division within a speech community. It is based on the example of the Upper Sorbs – a Slavic minority in Germany. The division within this community is based on language use, the level of assimilation and religion. The Catholic Upper Sorbs have maintained intergenerational transmission of the language, and have a

ABSTRACT Recent studies have brought attention to the potential of translation as a symbolic activity to improve students’ translingual competence. This study contributes to this growing field of study by examining students’ voices in class discussions in translation classrooms. Five translation sessions were implemented with beginner and intermediate learners of Japanese at a UK university. Based

ABSTRACT Despite research evidence showing that home language maintenance is important both individually and societally, the task of managing and encouraging it has traditionally fallen to minority language communities and families, tending to lead to inter-generational language shift. Teachers’ discourses about responsibilities for language maintenance, attrition and shift have not been researched

ABSTRACT Unlike other groups of international students, Chinese speakers’ use of English names while studying in English is an established norm. Relatively little discussion of the practice has taken place within recent literature, and less attention still has been paid to the minority of Chinese-speaking students who do not adopt English names. The choice of name used during classroom interaction

(2019). Acknowledgement of reviewers, 2018. Language, Culture and Curriculum: Vol. 32, No. 1, pp. 111-112.

ABSTRACT Content and language integrated learning (CLIL) programmes are increasingly popular throughout Europe, but are sometimes accused of inducing a selection bias in the pupil population, both through selection mechanisms of the schools themselves and self-selection of the pupils (and/or their parents). As a result, the outcomes of the CLIL approach may be artificially promoted, and, at the same

ABSTRACT In this qualitative study, we examine the experiences of South African multilingual learners and one local teacher after participating in a community-based, digital storytelling project on career dreams. A secondary purpose was to uncover the skills, knowledge, and abilities learners used as they created digital stories that reflected their future goals and career dreams. This study adds to

ABSTRACT Heritage language education is not included in the national curriculum in England, and therefore formal learning and teaching of heritage languages are primarily achieved through complementary schools, which are part-time, community-led and linked to various ethnic and national backgrounds. This study focuses on Arabic complementary schools and explores educational practices for teaching Arabic

ABSTRACT To educate their diverse learners in a culturally and linguistically responsive way, teachers must recognise that students come to school with rich literacies learned in their homes and communities. To shed light on one particular linguistic group’s engagement with literacies in the context of community, the current study examines a Finnish heritage language school in the U.S. Through the

ABSTRACT One of the missions of language education internationally is to enable students to use language in a context-appropriate manner. Against this backdrop, students’ ability to linguistically encode formality emerges as an important issue. Using extracts of writing produced by 16-year-old students in 2004 and 2014, this study sought to investigate whether the level of formality in students’ writing

ABSTRACT Population displacements have occurred in tremendous amounts in the last few decades due to the collapse in civil order of the neighbouring countries of Turkey. This situation not only created a need for researchers to deal with the social, psychological and economical aspects of this forced mobility, but also with the acculturation process of the refugees who left their home owing to serious

ABSTRACT Fiji is a multicultural and multilingual community and English is one language taught in Fiji schools. This study aimed to describe the English language proficiency of Fiji primary school students. Direct assessment measures of 75 students’ English language (listening and speaking) and literacy (reading and writing) skills were obtained (Year 1: n = 35; Year 4: n = 40). These were examined

ABSTRACT Policy guidelines in Sri Lanka prescribe how and for how long English should be taught as a second language in primary education but practices on the ground may deviate. Opportunities for teaching and learning and pedagogy are key aspects of the process of learning. Using a large-scale survey this paper addresses (i) how much time is allocated to the teaching of English and how much time is

ABSTRACT The study reported in this article investigated the processes and the effects of collaborative writing on 64 students’ writing skills in two Arabic as a second language (ASL) teachers’ classrooms. The authors employed a mixed methods approach that integrated a qualitative case study and a quasi-experimental design. The data collected included classroom observations and audiotapes of verbal

ABSTRACT This study examines how language-minority and language-majority students and their teachers created a community of practice which allowed for meaningful participation of diverse learners in literacy practices, within a high school context in which language-minority students were historically marginalised. Drawing from ethnographic data, interviews and audio recordings of student interactions

(2018). Early language development and education: teachers, parents and children as agents. Language, Culture and Curriculum: Vol. 31, Early bilingual development and education: Teachers, Parents and Children as agents SI Editors: Kutlay Yagmur & Mila Schwartz, pp. 215-219.

ABSTRACT In France, dominant monolingual discourses and teachers’ lack of knowledge about bilingualism and second language acquisition often result in ‘French only’ policies in classrooms including in pre-school classrooms where some emergent bilingual children speak a language other than the language of schooling and very little or no French. These policies can be detrimental to emergent bilingual

ABSTRACT This study investigates how larger ideological tensions related to internationalisation and nationalisation are manifested in local education systems, especially in English textbooks. We begin this exploration with a review of the School Curriculum of the Republic of Korea. Using three textbooks as cases; we examine how they reflect and manage the tensions presented in the Curriculum. We argue

ABSTRACT This study was conducted within the context of bilingual Arabic-Hebrew medium preschools in Israel which were established to incorporate instruction in the native languages of both majority and minority children in the classroom. Bilingual education in various settings produces a wide variety of outcomes in terms of language proficiency, cultural awareness, and scholastic achievement. The