In content and language integrated learning (CLIL) classrooms, it is assumed that non-language content subjects provide more authentic communicative contexts for students to learn a foreign/second/additional language (L2). However, learning abstract concepts and academic language in an L2 simultaneously is also challenging for CLIL students. It is…

The two studies reported on in this paper examine the features of words that distinguish students' performances on vocabulary assessments as a means of understanding what contributes to the ease or difficulty of vocabulary knowledge. The two studies differ in the type of assessment, the types of words that were studied, and the grade levels and…

Education has continuously been regarded as a vital tool in Norwegian policymakers' immigrant integration agendas. This study analyzes semantic structures substantiating the policy language of historical Norwegian immigrant education policies from their inception in 1973 until today (2013). The analysis is framed by Kronenfeld's linguistic…

Through examining all instances of the nontarget "be" before verbs in the written interlanguage of Chinese learners at different proficiency levels, the present study reveals that nontarget "be" performs different functions, and there is a function shift from low to high proficiency levels. At the lowest levels, "be"…