Background: Previous research has examined the use of augmented reality (AR) and virtual reality (VR) in English language teaching. However, to the best of our knowledge, none of the earlier studies that investigated integrating AR and VR "wearables" into teaching and learning English based on the attention, relevance, confidence, and…

This study investigates the influence of technological literacy in artificial intelligence (AI), augmented/virtual reality (AR/VR), and mobile applications on English as a Foreign Language (EFL) students' engagement and motivation in technology-enhanced classrooms. A total of 357 Chinese EFL students participated in a survey-based quantitative…

Motivation to learn languages strongly correlates with language achievement, and the school context has a great influence on the motivation of young learners (YLs). A key rationale for the implementation of content and language integrated learning (CLIL) programs, therefore, was pupil motivation. Very few studies have measured motivation in this…

Communicative self-confidence and motivation play a crucial role in learning any language, including English. The absence of these elements significantly impacts students' ability to express themselves naturally and fluently. In Spain, language immersion programs seek to promote the simultaneous learning of language skills in a communicative…

Purpose: Situated within a complex social-political and developmental context marked by racialization and identity formation, this research aims to illuminate the nuanced ways Latinx youth navigate their bilingual experience amidst varying educational models and linguistic environments. The overarching goal of this dissertation is to investigate…

Following recommendations by the European Commission, bilingualism has been promoted in various ways in the German federal state of Baden-Württemberg. Language classes and the concept of immersion were gradually introduced in primary schools, while, at the secondary level, Content and Language Integrated Learning (CLIL) programmes were…

This research describes language use by four first-grade students during mathematics and Language Arts instruction in a one-way 50/50 Mandarin immersion classroom. The urban public school was situated in the heart of an African-American community in the Pacific Northwest region of the United States. Participants were video- and audio-recorded…

French immersion programs in Saskatchewan have traditionally served to further the goals of additive bilingualism between Canada's two official languages, French and English. Whereas these programs have historically consisted of predominantly Anglophone populations, recent trends in immigration have contributed to the increasingly diverse…

Spanish-speaking parents choose to enroll their children in either an English only or English-Spanish dual immersion program when presented with both choices. This ethnographic study explored parent's perceptions of the purpose, advantages, and disadvantages of learning in school in English only or in a dual English-Spanish. Through focus group…

This paper is a critical ethnography of the schooling experiences of 5 recent immigrants attending dual immersion classes in an elementary school located near El Paso, Texas where the separation of languages is a policy, and language is said to be used as a resource to motivate learning when working cooperatively (Adelman Reyes, 2007; Collier…

From the point of view of AILA's research network "CLIL and Immersion Education: Applied Linguistic Perspectives" this volume finally does justice to a strand of interest that has been part of the network from its inception. As the editors rightly point out in the introduction, ReN events and publications during the network's first…

Motivation is a key aspect of second language learning. There is no doubt that abstract models are basic to gain theoretical insights into motivation; however, teachers and researchers demand comprehensible explanations for motivation that can help them to improve their everyday teaching and research. The aim of this book is to provide both…

This paper examines the content-language integrated (CLI) second language (L2) education offered by the CCUEI Research Collaborative in China. It explores how CCUEI-developed curriculum reflects the theoretical foundations of an immersion experiment and how the research-based theoretical foundations of CLI L2 have been applied in practice. It…

This paper presents the findings of a study to explore pre-service teachers' beliefs about learning English and the stability of these beliefs over time. Participants were 25 pre-service teachers (11 males, 14 females) enrolled in a Bachelor of Education (TESL) programme. The Horwitz (1987) Beliefs about Language Learning Inventory (BALLI), a…

This paper is an ethnographic record of an ongoing journey during which I have tried to understand the kinds of language ideologies that my students and I have constructed about the Korean language. My students are mainly Korean-American university students who have never successfully achieved native fluency in their heritage language, although…