Plurilingual competence or repertoire of languages refers to all individuals being potentially plurilingual. As plurilingual competence and language repertoires are individual, assessment modes targeted to the individual and localized to the context should be encouraged. This study explored and depicted the plurilingual profile of Italian Studies…

A large number of children are exposed to more than one language. One well-established method of assessing early vocabulary development in monolingual children is parent report; however, its use in bilingual/multilingual contexts is less established and brings unique challenges. In this methodological scoping review, we reviewed studies of early…

Test de Connaissance du Français (TCF), a French knowledge test for any non-native speakers of French, is an official language exam for the certificate of proficiency in French designed by France Éducation international (FIE) and accredited by le Ministère Français de l'Éducation Nationale, de la Jeunesse et des Sports (French Ministry of National…

This study investigates the effects of multilingualism and the degree of proficiency in different languages on vocabulary knowledge among Spanish language learners. Participants completed a 160-word meaning recall test designed to measure their knowledge of the 8,000 most frequent Spanish words and a self-assessment questionnaire on their…

This article compares metalinguistic awareness among emerging bilingual and multilingual learners of English in Norwegian primary school. Participants were 120 students in grades 5-7 (aged 10-13) attending mainstream English classes in Norway and were divided into three groups based on a linguistic background questionnaire: an L1 Norwegian group,…

The study aims to investigate the impact of implementing the Numbered Heads Strategy on developing oral expression skills among Arabic learners who speak languages, as well as their attitudes towards this teaching method. The research involved 50 participants, both male and female, at the fourth level of a language center within Al al-Bayt…

This paper examines the role of metacognitive awareness in academic writing in a mixed-method study. In addition to validating an instrument assessing metacognitive knowledge and strategies in the context of academic writing, the study uncovered how Chinese multilingual students' metacognitive knowledge, metacognitive strategies, and metacognitive…

This research study reports on the in-service English as a Foreign Language teachers' perceptions of and needs and expectations regarding EIL and EIL-informed pedagogy in Northern Cyprus, which is a multilingual and multicultural teaching-learning context. A mixed method research design was utilized by collecting data through a questionnaire and…

This study offers a bibliometric overview of the English language assessment research from 1992 to 2024. It aims to uncover the current state, research trends, and future directions of the field. A total of 927 articles published in Web of Science (WoS) were analyzed using the VOSviewer bibliometric software tool. Based on the sample of 927…

Research is scarce about the lexical processes undertaken by thousands of L2 learners worldwide who already command one or more languages. Some aspects involved in lexical organisation and production, such as clustering and switching, have been traditionally approached through manual methods, which depend on subjective judgments of semantic…

Three experiments explored how retrieval practice and corrective feedback affect a third language (L3) vocabulary learning. In the first two experiments, Chinese-English bilinguals without prior French language experience studied English (Second Language, L2)--French (L3) word pairs in repeated studying or retrieval practice without (Experiment…

Many universities in non-English speaking countries have been adopting English as a medium of instruction to internationalize their education. We set out to compare the language policies of a Finnish and a Japanese university using the lens of language ideology -- a set of normative beliefs about the social dimension of language. Data were…

L3 acquisition is influenced by L1-L3 typology, learners' proficiency in those languages, and metalinguistic knowledge. However, the precise patterns of cross-linguistic influence (CLI) in L3 acquisition are still unclear. This study aimed to examine how the abovementioned factors affect learners' sensitivity to subject placement in L3 Italian. We…

According to Diane August (2002), at the Center for Applied Linguistics, Multilingual Learners (MLs) spend less than two percent of their school day in oral language development. Echevarria and Goldenberg (2017) support that creating numerous opportunities for ML students to speak will accelerate their vocabulary and oral language development to…

Language teachers cannot help their students develop high levels of metalinguistic knowledge and language aptitude if they themselves are found lacking in these abilities. This article reports on a study that utilised a descriptive correlational mixed-methods research design to gather data from 89 multilingual teachers of English, Chinese, French,…