Foreign language (FL) writing has undergone a number of key evolutions over the past 50 years. But despite attempts toward a reframing of FL learners as emergent bilinguals, bilingual languaging strategies such as translanguaging are still rarely seen in most FL education contexts, and bilingual composition strategies are yet to become integrated…

In the domain of teaching bilingual students, the issue of using the first language in a second-language based class has been widely controversial. While some studies have questioned the method of moving between the two languages, Translanguaging, others found it highly beneficial. Here we aimed to investigate the effect of Translanguaging on the…

Purpose: This study aims to examine the effectiveness of bilingual learning strategies designed to support Chinese undergraduate business students facing significant learning challenges in an Australian university capstone curriculum delivered at their Chinese university. These challenges include the students' difficulty understanding…

This study examines the effects of foreign language learning context (three-month study-abroad; versus "at-home" instruction) and age (10-11-year-old children versus university students) on the development of effective foreign language communication strategies (CS) in monologue production. Participants (N = 95) were all Spanish/Catalan…

This study aims to investigate when and why to use Arabic as L1 in the Saudi Arabian EFL classroom. For this purpose, 45 classroom observations were performed for beginning, intermediate, and advanced levels of students. 5 classes were chosen randomly for each level and each class was observed three times. Based on the classroom observations,…

This paper focusses on the teaching of non-linguistic subject matters in a second or third language through bilingual education. We investigate how this specific educational framework influences the development of linguistic competence as well as disciplinary knowledge. Based on a large-scale corpus of classroom interactions collected in bilingual…

Teachers of English to Speakers of Other Languages (ESOL) in English-speaking countries are not usually required to have proficiency in another language. Teacher competency statements frequently require "an understanding of second language development," and it is assumed that a monolingual teacher can attain such understanding without…