Codeswitching has been used as a tool to investigate how the properties of the two language systems interact in the bilingual mind with relatively few studies investigating bilingual children. We target two groups of L1-Spanish-L2-English children in Spain to address language activation and language inhibition in the processing of codeswitching…

Language in CLIL is dependent on the subject that embraces it, as it is the case of Physical Education. The present descriptive exploratory case study examines how content and language are integrated into Physical Education lessons with CLIL in secondary education. It applies the Cognitive Discourse Function construct as a heuristic to analyse 19…

Purpose: This article examines the use of English medium instruction (EMI) for teaching Japanese as a foreign language (JFL) by non-native speakers with a focus on multilingual classrooms. It also explores teachers' positive and negative beliefs about using EMI in classroom settings for JFL instruction. Methods and procedure: 274 non-native…

English medium education at university level is widely used in different contexts and it poses a challenge for students who are not used to studying through the medium of English. This study was carried out in a university in the Basque Country in Spain and it focuses on a course where students who are mostly Basque-Spanish bilinguals are taught…

The use of English in advertising across non-English-speaking countries is pervasive, often seen as a strategy to evoke prestige, modernity, and global appeal. However, its effectiveness may depend on factors such as text length, linguistic complexity, and local language use, which remain underexplored. This study investigates how Spanish and…

This study investigates the use of metacognitive strategies by young emergent multilingual students in a translanguaging pedagogy scenario. From a multilingual perspective, we understand metacognition as a broader concept that refers to the learning or thinking processes that encapsulate metalinguistic and crosslinguistic awareness. We focus on…

Translanguaging has increasingly been embraced in equity-oriented research on foreign language teaching, yet with variable engagement with complex models of culture. In this article, we investigate the nexus of translanguaging and culturally sustaining pedagogies (CSP) as one response to this shortcoming. Extending previous research theoretically…

Multilingualism in the world is the norm and the classrooms are no exception. The dynamic and flexible practices of multilingual teachers and learners in the classroom are referred to as translanguaging. As shown in the literature on the topic, translanguaging discourse simply exists in classrooms. It is the means of communication employed by…

This study sets out to explore the effect of proficiency and modality of interaction on code-switching (CS) amongst two groups of Spanish-Catalan learners acquiring English as a Foreign Language (EFL) in Primary school (grade 3, n = 24 and grade 6, n = 21). Data was retrieved from audio-taped oral activities (peer interaction and learner-teacher…

Although translanguaging has become a central issue in the multilingual education literature, research on pedagogical translanguaging practices remains underdeveloped. This article describes a study of 72 primary school students (age = 10.68) who participated in an intervention based on translanguaging pedagogies. During the intervention, the…

In recent years multilingual approaches to teaching have been widely discussed and translanguaging has been proposed as a pedagogy that offers very positive results in many contexts. Overall, the need to reverse monolingual assumptions among teachers and to adapt pedagogical translanguaging to each context has been highlighted. For that purpose,…

The objective of the study is to explore the possibilities of pedagogical translanguaging as a strategy to develop critical language awareness among a group of primary school students from the Basque Autonomous Community (Spain). The study is part of a broader ethnographically based research project, which was developed over two school years in…

Since the end of the 1990s, an exponential growth and massive uptake of CLIL (Content and Language Integrated Learning) in the European educational systems have been taking place. Research has mainly focused on (1) the effects of CLIL on foreign language learning as well as on attitudes and motivations towards language learning; and (2) to a…

This article examines how technology-enhanced inquiry-based learning (IBL) affected students' language acquisition and the evolution of motivation in the subject of English as a Foreign Language (EFL). Furthermore, this study presents a proposal for the collaboration of the subjects of Spanish and English, using translanguaging to establish…

The presence of the L1 in classes where English is taught as a Foreign Language (EFL) has always provoked debate. As a result, the role of the L1 remains a matter of discussion in the bilingual education classroom. Moreover, the presence of both the L1 and a foreign language can be controversial in programmes where both the L1 and the foreign…