This study aims to investigate how pedagogical translanguaging in language education constructs a translanguaging space to mediate and reduce extraneous cognitive load in EFL classrooms. Using a descriptive qualitative design, classroom observations and video-stimulated recall interviews were conducted with Indonesian university students. Data…

This study explores writing in an Internet environment from a translanguaging perspective. Through the analysis of screen recordings, stimulated recalls and interviews, the study reveals 12 Chinese EFL undergraduates' engagement with four specific cognitive processes: source searching, evaluation, reading and integration. It also identifies their…

Research on gender and writing strategies in English as a foreign language (EFL) is scarce. This study investigates whether Moroccan male and female undergraduates use similar or different writing strategies when composing essays in the narrative and expository genres. Using think-aloud as a main research tool, a questionnaire, and retrospective…

Although many language teachers resort to their first language (L1) at various junctures during their practice, not many studies have tried to understand the reasons for this from teachers' personal perspectives. This study aimed at investigating English as a foreign language (EFL) teachers' cognitive processes during their classroom…

Examined code-mixing, a little-known technique used in teaching vocabulary. Found that using code-mixing to introduce new vocabulary can be an efficient and effective method. Discusses procedures and cognitive processes involved in vocabulary learning and explains the use of code mixing to introduce vocabulary. (Author/VWL)

Argues that the compartmentalism of structures observed in mixed languages is the result of the cumulative effect of different contact mechanisms. These mechanisms are defined in terms of the cognitive and communicative motivations that lead speakers to model certain functions of language on an alternative linguistic system: lexical…

Comments on an article that argues that the compartmentalism of structures observed in mixed languages is the result of the cumulative effect of different contact mechanisms. (Author/VWL)

Comments on an article that argues that the compartmentalism of structures observed in mixed languages is the result of the cumulative effect of different contact mechanisms. Argues that compartmentalization, as discussed in the article, does not offer any new explanations over earlier theories. (Author/VWL)

Comments on an article that argues that the compartmentalism of structures observed in mixed languages is the result of the cumulative effect of different contact mechanisms. (Author/VWL)

Offers both complementary and critical comments on an article that argues that the compartmentalism of structures observed in mixed languages is the result of the cumulative effect of different contact mechanisms. (Author/VWL)

Comments on an article that argues that the compartmentalism of structures observed in mixed languages is the result of the cumulative effect of different contact mechanisms. (Author/VWL)

Comments on an article that argues that the compartmentalism of structures observed in mixed languages is the result of the cumulative effect of different contact mechanisms. Discusses problems in three areas of the analyses. (Author/VWL)

Comments on an article that argues that the compartmentalism of structures observed in mixed languages is the result of the cumulative effect of different contact mechanisms. Takes issue with two points: the distinction made regarding various types of mixed languages and the characterization of secret languages as mere varieties of non-mixed…

Responds to comments by peers who reviewed an earlier article written by the author. Focuses on three principal issues raised in the commentaries: the role of study of code switching in explaining stable mixed languages, the multiplicity of the linguistic processes through which mixed languages arise, and functional methodology. (Author/VWL)

Reviews recent theoretical and empirical literature regarding teachers' uses of the target (TL) and first languages (L1) in second and foreign language classrooms. Explores several issues related to teachers' use of the L1 and the TL in the classroom; exposure to TL input, student motivation, cognitive considerations, code switching, and…