The association between emotional and behavioural problems and language skills is well documented. However, specific links between these developmental domains remain unclear. This review synthesises associations between components of language skills and emotional and behavioural problems in children aged 6-11 years. PRISMA guidelines were…

Scholars have questioned the effectiveness of reflective practice for gaining professional awareness or attaining professional development. In addition, the prevalence of inadequate comprehensive framework for pre-service teachers' reflective practice and insufficient support of teacher educators have been noted in the literature. Against these…

Purpose: The intent of this article is to explain the complexity of the diagnosis of attention-deficit/hyperactivity disorder (ADHD) and developmental language disorder (DLD) in multilingual (ML) children and adolescents and to offer strategies for speech-language pathologists charged with diagnosis of language impairment in these children.…

Noise, although ubiquitous, is seldom considered as a factor that may impede learning. In South Africa, most learners are multilingual and learn in English, which is their second language. Most noise studies have been conducted in the Global North, where the school context differs from the Global South. In this article, using questions selected…

This study attempts to explore the teachers' beliefs on the causes of learners' misbehavior in language classrooms. To do so, 23 language teachers completed a narrative frame in which they discussed a misbehavior experience they had in the class and why they thought it happened; they, then, attended semi-structured interviews where they discussed…

Background: Children with developmental language disorder (DLD) have problems acquiring language, affecting their communicative participation, social--emotional functioning (SEF) and quality of life (QoL). Aims: To investigate whether communicative participation mediates the relation between language and SEF and QoL. Methods & Procedures: In a…

The purpose of this exploratory study was to examine the longitudinal, bidirectional relations between receptive and expressive Spanish and English language and internalizing and externalizing behavior problems in a sample of 97 preschool children from Spanish-speaking, homes who were enrolled in a U.S. Head Start program. Eight cross-lagged path…

Students with emotional and behavioral challenges often struggle with writing. Curriculum-based measurement (CBM) is an assessment used for a variety of purposes including screening, progress monitoring, and data-based individualization. However, little research has examined technical properties of writing CBM data and supported inferences. This…

Although emotions constitute an integral aspect of teachers' lives, emotions experienced by teachers of English as a foreign language (EFL) in higher education, settings are relatively under-researched. Through in-depth interviews, this study aims to capture a small cohort of nine EFL female teachers' emotional experiences when teaching…

Flow has been identified as an optimal state of total immersion, enjoyment, and concentration with the appropriate balance of challenge and skills (Csíkszentmihályi, 1990) and an important factor contributing to improved task performance (Gregersen & MacIntyre, 2014). However, despite its relevance, publications related to this aspect in the…

This study explored the emotions and coping strategies of 25 Bhutanese English teachers in response to student disruption. Thematic analysis of in-depth interviews revealed that the participants encountered a variety of students' disruptive behaviours that elicited a wide range of emotions, both positive (e.g., compassion and pride) and negative…

This study investigates the similarities and differences between Hong Kong kindergarteners' shyness and social anxiety and their possible relations with social emotional adjustment and the development of receptive language abilities. Data were collected from three kindergartens, with 71 children (mean age = 52.6 months, SD = 7.28; 48% boys) and…

Purpose: The purpose of this study was to examine whether there are differences in parenting stress levels and self-efficacy among children with autism spectrum disorder (ASD), at risk of developmental language disorder (rDLD), and with typically developing language (TDL). The study also investigated the children's language abilities and/or…

Oral language skills are essential for developing good interpersonal relationships, for emotional and behavioral function as well as for academic and vocational success. Language problems can have serious, adverse consequences, and individuals coming into conflict with the law often have a history of undiagnosed language problems and poor academic…

Background: There is empirical evidence that a developmental language disorder (DLD) in early childhood leads to behaviour problems. However, it is still not clear how changes in language proficiency in these children influence the presence of behaviour problems. Aims: The aim of this study is to examine if changes in language proficiency are…