As teachers' experiences are a prerequisite for developing an understanding of the challenges of teaching, their reflections on the potential of using authentic text in L1 grammar teaching deserves closer attention. This paper presents a focus-group study with six Swedish L1 teachers at upper secondary level during an intervention, in which they…

The following qualitative case study examines the ability of three South Sudanese immigrant families residing in a medium-sized Northeast city in the U.S. to meaningfully transfer their heritage languages to their children. Using a pluriversal literacy lens, we conducted interviews with six South Sudanese parents about their literacy practices…

The present study examines grammatical gender knowledge in offline production (gender marking on indefinite articles) and online gender processing (visual world paradigm) in adult second language (L2) learners of Norwegian with three different first languages (L1s): Greek, Russian, and Turkish. In particular, it investigates the role of the…

Massive Open Online Courses (MOOCs) have become an effective learning approach for continuing professional development (PD) and there is an increasing body of literature on MOOC learners' perspectives drawing from a range of the global contexts. However, in developing countries like Cambodia, relatively little research on this phenomenon has been…

Research has shown that bilingual individuals might encode autobiographical memories in either their first language (L1) or their second language (L2), depending on the language spoken at the time of the event. Although language mixing is a common occurrence among multilingual speakers, previous studies have largely overlooked mixed…

With the advent of generative AI that uses large language models such as ChatGPT, it is now relatively easy to provide automated written corrective feedback in a student's native language. This paper reports on an exploratory study using a ChatGPT-powered plugin recently developed for the Moodle learning management system. The classroom…

This article examines how female L1-Japanese professors who teach Japanese language and culture on U.S. campuses present their identity in interviews. An analysis of their narratives reveals that they employed various tactics of intersubjectivity, and presented themselves in complex and strategic ways. Their multiple grounds of identity (e.g.,…

This article examines four Afghan refugee parents/guardians in Islamabad, Pakistan for their beliefs about literacy and language(s). Semi-structured interviews with each parent/guardian showed that they all highly valued reading and writing as essential life skills. However, while they viewed literacy as having instrumental value, they also…

This study investigates the longitudinal development of language attitudes towards Catalan and Spanish over a five-year period in the transition from primary to secondary education of a sample of students (N = 1,143) in Catalonia and Aragon. Two research questions were investigated: (1) How do language attitudes develop over time? and (2) How do…

This study examined the impact of collaborative pre-task strategic planning followed by rehearsal on the quantity and novelty of content used in task performances when strategic planning is performed in different language conditions in an online classroom. Forty Japanese university students of English as a foreign language (EFL) from two intact…

Purpose: This purpose of this national survey study was to assess K-5 school-based speech-language pathologists' (SLPs') perceived knowledge, training, support, and experiences related to collaborative language and literacy instruction with general education teachers. Method: The authors developed and disseminated a 47-item electronic survey…

This study investigated how input frequency (i.e., type frequency and token frequency) and proficiency levels enhanced the perception of English nominal suffixes by first language (L1) Thai learners. Based on the Usage-based Account (Tomasello, 2003), it was hypothesized that input frequency, i.e., token frequency (frequency of derived forms…

Shared book reading is necessary for learning Chinese as a second language (L2), but its effectiveness requires further empirical exploration and support. Scholars emphasise considering parental and child characteristics alongside school-based interventions. Guided by the bioecological framework, this study included three groups: an experimental…

English-medium instruction (EMI) has burgeoned alongside two decades of L2 self-regulated learning research. In both areas, listening remains under-researched, longitudinal designs are under-employed, and in-depth studies are necessary to unpack learner development. In a context believed to initiate self-regulated learning, the current study…

This study examines the integration of climate literacy and cultural responsiveness within i-Taukei and English language courses for pre-service teachers and language educators at a teacher training college in Fiji. Grounded in constructivist learning theory, our research identifies key barriers, including limited resources, time constraints, and…