Previous review studies do not have a broad and comprehensive perspective on the usage of ACF tools in language learning. To address this gap, we reviewed 82 articles on the use of ACF tools published in the last five years. Results indicate that 43 ACF tools were used in studies to assist writing, grammar, spelling, and collocation and word use.…

The number of emergent bilingual students in schools is growing, highlighting the critical need for effective and inclusive instruction. This Spotlight explores strategies to best support these learners in their language acquisition and academic success. From expanding dual-language immersion programs to overhauling instructional models for…

This article emphasizes the importance of embracing and mobilizing students' linguistic practices, particularly in bilingual settings. The authors reflect on their experiences as bilingual teachers, initially correcting students' use of regional Spanish variations and translanguaging (mixing English and Spanish). However, through advanced studies,…

This paper explores the classroom socialisation of a mundane institutional language policy regarding the use of the target language: Japanese. Based on audiovisual recordings in a Japanese as a heritage language (JHL) classroom, it analyses episodes when teachers initiated repair on children's novel English loanwords (i.e. English-based words…

This study examined and compared different written corrective feedback techniques used by English as a second language (ESL) teachers in three different educational contexts and levels (primary, secondary, and college) in Quebec, Canada. In particular, it examined whether there were any differences in the types of errors made, the kind and degree…

It is widely accepted that the learning of a new language, among other advantages, promotes respect and interest of the students towards other cultures and languages. The question is how learning languages can be promoted in educational settings. The aim of the present study is to explore the principles of communicative language teaching in…

While programs have been established to support secondary level English Learners (ELs) in their transition to institutions of higher education (IHEs), limited attention has been given to how to support adult ELs who struggle with the academic language demands of their college or university content-area courses. Research indicates that many EL…

This article focuses on an attempt by a teacher education institute to empower non-English majors to teach English at the primary level, drawing on a preservice English-language teacher education program for undergraduates at the National Institute of Education, Singapore. The course, which has been running for three years, aims to develop student…