This study explores the perspectives of the two authors, who have very different language backgrounds, reflecting the subtleties of first and additional language development. We distinguish between a 'literacy-track' (i.e. starting from written language) and an oracy track (starting from spoken language). We draw on duoethnography for our dialogic…

The beneficial role of collaborative dialogue in second language (L2) writing has been established, with considerable research investigating the role that collaborative writing tasks play in facilitating language learning by promoting language-related episodes (LREs). However, when compared to that of commonly taught languages, research…

Situated within Sociocultural theory (SCT), this article analyzed an existing data set (Toth, 2021a, 2021b, 2021c, available at https://www.iris-database.org) to investigate learners' development through participation in a dialogic approach to grammar instruction called PACE. The target of instruction was the Spanish pronominal clitic…

The rich body of research on dialogic, exploratory talk points to its significance in developing and securing student learning (Alexander, 2018; Gillies, 2016; O'Connor & Michaels, 2007; Reznitskaya et al., 2009). More recently, this body of research has begun to consider dialogic talk specifically in the context of literacy education (for…

People are increasingly aware that metacognition can help us solve problems more effectively. Scholars believe that students' metacognition can be facilitated by promoting the interplay between the unlimited long work memory for holding schemas and limited work memory for processing ongoing activities. In this study, a workshop designed teacher…

This article reports on the use of an experimental material to enable discrimination between the periphrastic future (PF) and simple future (SF) intended for initial level university students in Japan studying French as a Foreign Language. A dyad was filmed using the material in a task on tense choice in short dialogues modelled on Galperin's…

Intercultural pedagogies are increasingly seen as affording opportunities for students to share perspectives, understandings and knowledge. In the shift towards such pedagogies, ways that language is conceptualised and the interrelationship between language, culture and knowing are often underexplored. This paper reports on an auto-ethnographic…

In this article I reflect on the early formation of my professional identity and practice. I argue that much of my early practice was 'decorative' in that it masked dominant structures and discourses that often limited learning opportunities. I consider how a dialogic approach to school English is important for offering more authentic teaching and…

This article presents the results of a systematic review of the literature on dialogue-based CALL, resulting in a conceptual framework for research on the matter. Applications allowing a learner to have a conversation in a foreign language with a computer have been studied from various perspectives and under different names (dialogue systems,…

This article discusses the benefits of theatrical texts in language courses for beginners. These original, fun, and yet challenging materials help learners develop linguistic and intercultural competencies and transferable skills such as critical thinking, problem-solving, and cooperation. Specifically, this article examines the use of Jean…

This study draws upon Mindful L2 Teacher Education (Johnson & Golombek, 2016) to explore how volunteer community tutors of adult English as a Second Language (ESL) conceptualize and enact their roles as creative teachers. Through three case studies, I explore community language teachers' preunderstandings, contradictions, and growth points.…

Collaborative dialogue has been seen as an important aspect of L2 learning. However, the extent to which collaborative dialogue contributes to learning depends very much on the context in which it takes place. Informed by a sociocultural perspective of learning, this study investigated the nature of the collaborative dialogue between complete…

The study reported in this article examined the impact of task type on the ways in which learners resolve grammatical language-related episodes (LREs) and whether the level of engagement affects subsequent language development. Data were collected over a six-week period. Thirty-two Iranian second language (L2) learners were paired up to complete a…

The dialogical character of Wittgenstein's "Philosophical Investigations" has received scant attention in the literature, given the work's status in his total oeuvre, and is dismissed as a marginal as compared to the other differences between the "Tractatus" and the "Investigations." The main lines of interpretation…

The aim of this study was twofold: first, to develop an experimental technique as a tool to investigate learning outcomes of spontaneous, naturalistic second language (L2) learning under controlled laboratory conditions; and second, to explore how this technique can be used to understand the basic conditions and limits of this learning. Two…