This article explores notions of spatiality, race, and productive disruptions of whiteness; focusing on two dinners which were one component of a mixed method study on racism, teaching, and implicit race bias with secondary teachers in Toronto, Canada. The dinners were focused on cross race dialogue. White teachers experienced the dinners as…

Learning vocabulary is a central but yet complex aspect of learning a language. Hence, researchers stress the importance of facilitating vocabulary development via a structured approach to target words and recycling. While teaching materials have the potential to provide this structure to all students in a classroom, few studies have investigated…

This study investigates the impact of task-induced involvement and time on task on incidental second language (L2) vocabulary acquisition. Utilizing a 3 (task-induced involvement) × 2 (time on task) × 2 (post-test time) research design, three task-induced involvement conditions were employed based on the Involvement Load Hypothesis (ILH): reading…

This study aimed to examine incidental learning of multiword expressions (MWEs) from bilingual captioned videos among language minority students. The participants consisted of 403 language minority university students enrolled in the Preparatory Year Programme (PYP) in the Southern part of China. The study evaluated participants' vocabulary…

Prompted by the challenges faced by teachers in balancing grammar and content in English classes, coupled with the poor English proficiency of rural Odia medium school students, the study aimed to devise an intervention that could balance content and grammar, thereby enhancing the grammar competency and content comprehension of eighth-grade…

This study examines the effects of monologic and dialogic task sequences on incidental vocabulary learning among 115 students in four intact classes of a Chinese vocational high school. Twenty vocabulary items including words, phrases and fixed expressions ranging from high to low frequency levels were targeted. Students were required to complete…

There is a consensus in language learning and teaching that the concept of authenticity in the classroom is beneficial to the learning process. This phenomenology case study explored 31 EFL high school students' perceptions about the authenticity of using English as the language of instruction during synchronic lessons with U.S. teachers. Data was…