The recent pandemic has enabled education stakeholders worldwide to realize the myriad affordances of information and communication technology (ICT) for distance learning. This paper describes lessons learned from an educational design research project involving the low-interactivity information and communication technology-supported distance…

English language students often struggle to acquire and retain academic vocabulary due to limited exposure and insufficient opportunities for meaningful engagement with new words. Explicit, structured vocabulary instruction is essential to acquire word ownership, defined as understanding a word's meaning and using it in various contexts. This…

Children learning Chinese must cope with an opaque orthography lacking transparent relations between oral pronunciations and written characters: a challenge heightened for L2 learners. Use of digital Pinyin input may facilitate connections between oral and written language by allowing learners to access vocabulary they cannot yet write. We…

The jigsaw classroom is a cooperative learning method designed in the late 1970s to improve the academic performance of minority children by reducing intergroup conflict and increasing self-evaluations. Despite its high popularity, the available evidence for the effectiveness of this method seems scant and mixed, with neither meta-analysis nor…

For years, the teaching of content-based academic language to multilingual learners has focused on formulas, vocabulary lists, and sentence patterns--often sidelining students' linguistic and cultural strengths. Gisela Ernst-Slavit and Margo Gottlieb address these challenges by embracing academic "languaging," an active, collaborative…