'High-quality talk' is a fundamental principle of many approaches to teaching grammar. However, relatively few studies have attempted to characterize this talk with attention to the ways in which classroom dialogue might engender metalinguistic thinking. This paper explores how the concepts of procedural and declarative metalinguistic knowledge…

This study applies multimodal conversation analysis to examine how pupils of L2 English in Sweden make use of online translation tools (OTTs), i.e. bilingual dictionaries and Google Translate, in a range of digital collaborative writing tasks. The collection of sequences where pupils use OTTs comes from 31 hours of video-recorded data from four…

The notion of content and language integration has recently become a key topic of inquiry in research on content and language integrated learning and other kinds of bilingual educational programmes. Understanding what integration is and how it happens is of fundamental importance not only for researchers interested in gauging the possibilities and…

This collaborative writing intervention in one CUNY community college examined the effectiveness of mixing English language learners (ELLs) and native English speakers (NES) in advanced-level developmental writing courses. We describe the translingual approach to curriculum and intervention along with promising developmental education practices.…

Background: The teaching of writing in English First Additional Language (EFAL) classrooms remains less explored in the Further Education and Training Phase (FET) in South Africa. This is so despite research showing a decline in the writing skills of second language learners, especially at the FET phase, calling attention to how writing is taught.…

Collaborative learning and critical pedagogy are widely recognized as "empowering" pedagogies for higher education. Yet, the practical implementation of both has a mixed record. The question, then, is: How could collaborative and critical pedagogies be empowered themselves? This paper makes a primarily theoretical case for discourse…

Analyzes the behaviors of over 60 student groups in professional writing classes. Finds gender-related effects on collaboration: tendencies to stereotype men as technical experts and to self-segregate into gendered working teams. Suggests new perspectives on the role of gender for collaborative groups in professional writing classrooms. (PA)

Discusses how collaborative writing can be a tool for activating students' multiple voices and multiple versions of self and the world within the classroom. Describes three collaborative writing projects in which special education students discussed and wrote about important knowledge that was formed in their own contradictory moments. (MM)

Analyzes a collaborative activity, both as a traditional classroom event and as a collaborative event. Finds that, even when the activity is explicitly collaborative and students are experienced collaborators, patterns of traditional classroom discourse dominate their communicative choices. (MG)

Two articles point out the importance of students' collaboration in the computer lab. The first describes two students' use of the word processor to write a story collaboratively. The second analyzes the dialogue of two students playing a computer game, showing that such games help students become better at planning and decision making. (ARH)