oasis-database.org

oasis-database.org

tandfonline.com

Cultivating shared translanguaging professional vision with an ESL teacher team

As migration and demographic change reshape classrooms across the world, educators have increasingly looked to translanguaging pedagogies as a way to engage minoritized speakers in more equitable a...

tandfonline.com

tandfonline.com

Global ambitions versus grounded realities: the shifting employability of English-medium instruction graduates in Japan

Many English-medium instruction (EMI) students expect increased job opportunities due to studying a regular academic subject through the medium of English. The expectation is linked to the developm...

tandfonline.com

tandfonline.com

The role of language variation in Greek Heritage language education in Sweden: policies, practices, and ideologies

This study delves into the language ideologies that are embedded in and shape Greek heritage language education (HLE) in Sweden. More specifically, it examines the role and value assigned to langua...

tandfonline.com

Student teachers’ motivations for specializing in the L1 subject: a Swedish Q study

This article explores student teachers’ motivations for entering teacher education and to pursue a degree in teaching the Swedish L1 subject. Using Q methodology, the study examines how 58 newly ad...

tandfonline.com

oasis-database.org

Agency in the act of redesign: multiliteracies and epistemic positioning in an EMI reading course

As English-medium instruction (EMI) expands in higher education, reading plays an increasingly central role in students’ academic participation. However, EMI research often frames reading primarily...

tandfonline.com

Indicators of academic success among primary EAL learners: a qualitative systematic review

English an Additional Language (EAL) learner success is often narrowly defined by academic testing. However, there are diverse perspectives on what constitutes success, especially when viewed from ...

tandfonline.com

Becoming through tests: long-term English learners’ (re)positioning of self and other as acts of resistance

Long-Term English Learners (LTELs) remain classified as ELs for five or more years, often due to standardized testing and restrictive reclassification procedures. This prolonged status has high sta...

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Enabling the uptake of translanguaging through the development of an arts-based framework in Teacher Activity Groups

What happens when a complex concept such as translanguaging travels widely and begins to permeate language education at scale? To understand the uptake and transformative potential of translanguagi...

tandfonline.com

tandfonline.com

Grammatical and general reasoning in students: evidence for a reasoning-driven approach to grammar education

Within current developments in grammar education, students are encouraged to engage in reflective, explicit and creative thinking about language structure. Although didactic models frequently invok...

tandfonline.com

oasis-database.org

oasis-database.org

Inside and outside the CLIL classroom: teachers’ underestimation of students’ digital and AI-mediated practices

Students increasingly participate in digital and AI-mediated activities outside school, accessing knowledge through multiple languages. However, CLIL (Content and Language Integrated Learning) peda...

tandfonline.com

Building translanguaging spaces: CLIL planning tools for the Australian New Arrivals Program

Pedagogical translanguaging offers a well-established orientation for supporting multilingual learners, yet teachers in intensive English programs often struggle to operationalize these principles ...

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Metalinguistic reasoning in teacher education: contrasting formation pathways in L2/L3 pre-service teachers

Calls to foreground linguistic understanding as powerful knowledge raise a pressing question for teacher education: how do future L2/L3 teachers mobilise metalinguistic reasoning in ways that matte...

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Linguistic inquiry and epistemic orientations of preservice Turkish language teachers through Turkish emphatic reduplications

Linguistic reasoning and inquiry-based learning have increasingly been recognized as central to L1 language education. In Türkiye, however, grammar instruction in schools and teacher education has ...

tandfonline.com

Students’ perceptions of inclusion in whole-class talk: Critical Collaborative Dialogue as a design for inclusive classroom discussion

This article examines how students perceived inclusion during a six-week implementation of Critical Collaborative Dialogue (CCD) in an Australian Year 5/6 classroom. Drawing on students’ post-discu...

tandfonline.com

An exploration of Chinese students’ academic discourse socialisation through portfolio assessment at a UK university

Research on academic discourse socialisation (ADS) has predominantly focused either on a broad spectrum of learning throughout university life or on specific tasks that treat oral and written acade...

tandfonline.com

Uncovering the practice gap: language ideologies and translanguaging in interactive read-alouds

This qualitative case study examines how multilingual college students’ language ideologies informed their approaches to translanguaging pedagogy in an interactive read-aloud video project. Eight m...

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The persistence of deficit orientations towards student writing across time and geolinguistic spaces: reconfiguring the ‘gap’

This article critically examines the persistence of deficit orientations towards student writing across time and geolinguistic contexts. Drawing on the Academic Literacies theoretical framework, we...

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‘It helps bridge gaps’: translanguaging as a pedagogy for inclusion at a community language school

Translanguaging is increasingly used to describe how multilingual users make meaning by drawing across languages and modalities, and has been advanced as a socially-just pedagogy. Yet, recent criti...

tandfonline.com

Linguistic reasoning across repertoires: multilingual students’ metalinguistic practices in a South African writing centre

Writing centres in multilingual South African universities offer critical spaces for examining students’ language use in academic writing development, where consultations often feature explicit met...

tandfonline.com

Plurilingual pedagogy through mediated translation: case studies from Korea and Japan

This study explores the pedagogical potential of plurilingual education through the use of recipe translation tasks in two undergraduate language classrooms: an English-medium class in South Korea ...

tandfonline.com

Emotion labor and agency of language teachers working with young multilingual students: an ecological perspective

This study investigates in-service elementary school teachers’ emotion labor and the ways in which they resist emotion labor and exert agency when teaching young multilingual immigrant students. Wh...

tandfonline.com