A growing number of studies have explored the ways how teachers contingently respond to students' unexpected responses or a lack of student responses in second language classrooms. From a sociocultural perspective, teacher contingency involves a departure from the lesson plan in local response to the unexpected or unforeseeable actions in the…

A key pedagogical goal in any classroom is to engage students in learning. This study examines how an English-Medium-Instruction (EMI) teacher employs available resources to engage his students in the classroom for promoting participation, keeping the lesson moving forward and meeting the pedagogical goals. The data for this study is based on a…

In contexts where schooling is delivered through a language of instruction (LoI) that is unfamiliar to learners, it has repeatedly been observed that students are reluctant to speak, passive, or even silent. This is commonly attributed to lack of understanding of the language in use in the classroom. Although this is, undoubtedly, an important…

According to the Michigan Department of Education, between 2011 and 2017, the number of multilingual learners (MLs) enrolled in K-12 schools in the state increased by more than 50%. In 2017, the average teacher to ML ratio in the state was an alarmingly low 1:168. To increase the number of teachers prepared to effectively serve MLs, we developed…

With the plethoric number of students in Cameroonian classrooms today, there is a common cry from teachers about the impracticability of creating interactional language lessons in the English as a foreign language (EFL) classroom. The implication of this is that, if interactional lessons have been identified as cardinal in the process of language…

Teachers of English as an Additional Language learners in high schools have long navigated the seemingly intransigent deficit thinking about their learners' capacity to engage fully with the intended or required curriculum. These learners are frequently constructed as the problem, as if the curriculum exists in a vacuum. This gives rise to the…

In this article, we are interested in three things: an effective methodology for implementing critical dialogic pedagogy (CDP) in English First Additional Language (FAL) poetry in a South African classroom, the forms that dialogue can take in the English FAL poetry classroom, and the effect of CDP on adolescent learners' identity development.…

Conversation analysis (CA) has been used for interventionist purposes in different fields, such as medicine, mediation services, and speech and language therapy, but it has yet to be fully utilised in teacher education. In this report, I describe how CA is used in teacher supervision to intervene with the development of a student-teacher (ST) in a…

Plurilingualism is an inclusive language teaching approach to sustain multilingual societies, but there is little investigation on teacher candidates' (TCs) beliefs and challenges before and after its implementation. This interpretive qualitative study introduced plurilingualism in teacher education at a Canadian university. Sixteen TCs…

Pragmatic markers perform important communicative functions, but they can be difficult to learn in a second language because of their multifunctionality and lack of salience during communicative events. This study has two goals: (1) to describe the communicative functions of the pragmatic marker "I mean" in academic discourse; and (2) to…

In the spring of 2020, English language teachers around the world were forced to rapidly start teaching in a completely online space, often with relatively little experience of online teaching, and with few opportunities for preparation. Recognising the centrality of speaking for learning, this study investigated affordances of teaching speaking…

Translanguaging in classrooms opens spaces for multilingual students to engage in learning across the full range of their linguistic repertoire. We argue that one result of translanguaging pedagogy is that it can transform the talk-for-learning in the classroom and create a corriente or flow of ideas that is more free and less constrained than…

Making use of the methodological framework of conversation analysis, the present study aims to investigate story-based classroom discourse with young learners of English in an EFL context. The data were collected from a private IB school following the Primary Years Programme (PYP) curriculum. The participants were 24 young learners who were under…

In content and language integrated learning (CLIL) classrooms, it is assumed that non-language content subjects provide more authentic communicative contexts for students to learn a foreign/second/additional language (L2). However, learning abstract concepts and academic language in an L2 simultaneously is also challenging for CLIL students. It is…

The term 'CLIL' has been used in Australia for over a decade, and the approach has helped to invigorate languages education in both primary and secondary schools. In particular, the flexibility of CLIL has led to a range of teachers accessing CLIL training: from teachers in structured programs where schools have committed to organisational change,…