In China, code-switching (CS) is frequently used in English as a foreign language (EFL) classrooms. However, the functions of CS in Chinese secondary schools remain unclear. Moreover, student perceptions have rarely been considered in previous studies. This paper therefore sets out to examine why English teachers code-switch in EFL classrooms. In…

This article is based on an investigation of the experiences of six native Chinese teachers working in British schools through the Confucius Institute and the British Council programmes. This qualitative study is located in the interpretivist tradition. It reveals that the target group of teachers construct their professional identity by means of…

While studies have shown benefits of plurilingual pedagogies on students' experiences learning languages, more research is needed to examine how these pedagogies can be enacted in foreign language programmes in digital environments. Moreover, prioritising oral engagement has been an urgent need among teachers who use synchronous platforms such as…

This study aimed to examine the effects of combining task repetition with immediate post-task transcribing (TRIPT) on L2 learners' immediate and delayed oral repetitions of the same task in terms of complexity, accuracy, and fluency (CAF). For this purpose, 38 intermediate Iranian learners were randomly assigned to two groups: TRIPT and task…

This study explored teachers' perceptions of learner engagement in L2 task-based interaction. Fifty-four pre- and in-service ESL/EFL teachers with different L1 backgrounds and L2 teaching experiences were asked to define and rate learner engagement in two learner-learner interactions. The results revealed three major indicators that the teachers…

Many theoretical models of second or additional language learning posit a crucial role for meaningful social interaction in the target language. However, it is not always clear to language educators how to create such opportunities or what counts as meaningful interaction. This can become even more difficult when the target language is an…

Traditionally, pronunciation is taught through recognition- or repetition-based mechanical drills. Upon the arrival of the communicative approach, pronunciation has been neglected in the ELT classroom because these types of activities are considered uncommunicative and form-focused. The teachers and coursebooks, however, have failed to replace…

Language teachers are positioned differently depending on whether they are L1 or L2 speakers of the target language. In this article I suggest that, in language teacher education, it can be useful to think explicitly about this positioning as it pertains to both languages rather than just one. I propose a relational two-language continuum based on…

Postmemory, the narrativised intergenerational transfer of often traumatic experiences, is a crucial component of multilingual identity negotiation. In this article, we focus specifically on the curricular interactions and personal and collective aspirations of multilingual students who use English for academic purposes. We situate our discussions…

One of the key topics on any Modern Languages Postgraduate Certificate of Education (PGCE) course in the United Kingdom is the hotly debated issue of target language (TL) use. When and why do teachers use the TL in delivering lessons and when and why do they code switch into the learners' language? Does their practice change over time? Does it…

This paper considers the attitudes and behaviours of university language lecturers and their students regarding the use of the L1 in the higher education L2 classroom. A case study of one Irish higher education institution was carried out and qualitative interviews conducted with six lecturers in Japanese and six in German. The results indicated…

The development of opportunities for teachers' professional development in plurilingual and intercultural education is a key issue in language teacher education and "intercomprehension" (IC) can provide a potential portal for the development of teachers' intercultural sensitivity. Particularly relevant to this is the creation of powerful…

The COLT (Community and Lesser Taught Languages) project is a consortium of five UK universities, working with various other regional organisations to set up replicable projects and structures to promote languages in North West England. It received funding under the UK's national "Routes into Languages" initiative. One objective was to…