In the literature of second language teaching and learning, the use of students' first language (L1) has been an issue of debate for many years. Despite the changing state of teaching and learning aspects over the years, the belief that L1 should not be used in English as a Foreign Language (EFL) classrooms has stood the test of time.…

Grounded in the cross-linguistic influence(s) (CLI) literature, this study used objective measures to compare the use of English, lexical richness and syntactic complexity, and grammatical accuracy and fluency in the texts of three groups of Grade 6 French immersion students: Canadian-born anglophones (C-A), Canadian-born multilinguals (C-M), and…

This article recounts three studies that portray an evolution from research examining the effects of researcher-designed instructional interventions to research examining the impact of helping teachers to design their own instructional interventions. Study 1 investigated the effects of an instructional treatment designed by the research team on…

Given a heavy social, ideological pressure for parents to pursue better English education for their children in the globalized world, short-term English immersion camp programs have emerged as an educational option in South Korea, promoted as environments for intercultural communication between native English-speaking teachers and local Korean…

Most studies of intercultural competence in bilingual programs have been conducted in non-Asian contexts resulting in little information on how Indonesian educators promote intercultural values within bilingual programs. This research contributes to the body of literature that examines the promotion of intercultural values within bilingual higher…

Popular opinion has long assumed that learning a foreign language requires not only traditional classroom instruction but also immersion among native speakers of the language. This opinion is so strongly held that students who study through immersion are believed to become more proficient than those who do not. "Study Abroad Contexts for…

Schools in Ireland vary in how they introduce reading in the two official languages, Irish and English. There is particular variability within immersion (Irish medium) schools. Some introduce Irish reading first (IRF) and others English reading first (ERF). This study compared the development of Irish and English skills in children attending…

The aim of this paper is to analyse some aspects of development of Basque as a second language (L2) in children for whom Spanish is their first language (L1) who attended immersion school in Basque in a Spanish-speaking sociolinguistic context. Data consist of oral story retellings produced in a classroom setting where the same children…

The growing interest in Content and Language Integrated Learning (CLIL) has resulted in enthusiasm in and active pursuit of improved methods of foreign/second-language (L2) teaching in Europe. However, the definition and scope of the term CLIL both internally, as used by CLIL advocates in Europe, and externally, as compared with immersion…

In the present study, the authors deliberate that there are no separate boxes in human brain to restrict two different languages to interact with each other. The practice on ground is strongly in favour of allowing L1 to support target language (TL). The paper contests the status quo of maximal input hypothesis and documents enough research in the…

Queensland second language immersion programs have been in existence for three decades, and are part of a growing number of additive bilingual education programs in Australia. Most prominently, many new Content and Language Integrated Learning (CLIL) programs have been established particularly in Victoria over the past few years. This focus on…

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…

Language teacher education is widely identified as one of the most important areas that needs addressing in order to improve early language instruction, yet research into teacher education for early language teachers remains relatively sparse. This volume responds to this gap by compiling studies with diverse methodological tenets from a wide…

As the demographics of the United States continue to shift, American classrooms reflect the richness of cultural diversity and the vibrancy of immigrant populations. Education abroad programs provide opportunities for preservice teachers to develop their cultural competence, required for effectively teaching children from a range of cultural…

This article focuses on qualitative self-report data from a mixed-methods study which investigated Grade 5 and 6 (n = 274), 11-12-year-old, Irish-medium (IM) immersion students' improvement in linguistic accuracy in response to an explicit-inductive approach to form-focused instruction (FFI). A series of typographically enhanced PowerPoint slides…