Guided by translanguaging pedagogy, this study examines how monolingual English teachers in a Pre-K school in China navigate between English and Chinese to construct a translanguaging classroom. Findings based on classroom observations and interviews reveal that, despite being constrained by their monolingualism, the English teachers enacted…

The objective of the study is to explore the possibilities of pedagogical translanguaging as a strategy to develop critical language awareness among a group of primary school students from the Basque Autonomous Community (Spain). The study is part of a broader ethnographically based research project, which was developed over two school years in…

Translating linguistic terms has taken little concern from translation researchers and scholars. This research paper discusses the attempts made by senior students of the English department, University of Benghazi, at EL-Marj Campus when they translate linguistic terms (or names of their department courses). In order to examine their translations,…

In the domain of teaching bilingual students, the issue of using the first language in a second-language based class has been widely controversial. While some studies have questioned the method of moving between the two languages, Translanguaging, others found it highly beneficial. Here we aimed to investigate the effect of Translanguaging on the…

Purpose: This study aims to examine the effectiveness of bilingual learning strategies designed to support Chinese undergraduate business students facing significant learning challenges in an Australian university capstone curriculum delivered at their Chinese university. These challenges include the students' difficulty understanding…

Recent research on disciplinary literacy has called for a paradigm shift among secondary content teachers from perceiving themselves as disciplinary content transmitters to disciplinary literacy teachers who model and engage students in reading, writing, inquiring, and doing like experts within each discipline. How do content teachers incorporate…

The present contribution discusses the importance of communicative strategies in introducing English as a Lingua Franca (ELF). A brief meta-analysis of the research conducted in the area of pragmatics reveals that one of the most salient elements of using ELF is the users' ability to conduct meaningful exchanges through various communicative…

This study investigated the impacts of the immersive multimedia learning strategy with peer support on production skills in reading and speaking. Moreover, the effects of it on performance were investigated by student achievement. The quasi-experimental design with post-test was employed for the study. 80 first-year university students enrolled in…

This article describes a study into the functions of code-switching in EFL classes at a Colombian language school. It was undertaken to decide whether the official "English-only" policy in place in this and other classrooms is pedagogically justified. The results suggest that code-switching may not necessarily be connected to ability…

This study aims to investigate when and why to use Arabic as L1 in the Saudi Arabian EFL classroom. For this purpose, 45 classroom observations were performed for beginning, intermediate, and advanced levels of students. 5 classes were chosen randomly for each level and each class was observed three times. Based on the classroom observations,…

This article explores the compensatory strategies used by two Indonesian children who experienced first language attrition when acquiring English in the English-speaking environment. They use compensatory strategies to compensate for their lack of competence in first language. They employ both interlingual strategies and discourse strategies when…

In this issue, aside from the introduction, there are six papers on classroom code-switching (CS), covering a wide spectrum of geographic and pedagogic contexts: two from Africa focussing on switching in content subject lessons; two from Taiwan looking at CS in EFL language subject classrooms; and two further papers, one looking at written CS and…

Examines assumptions underlying the use of groupwork in the teaching of English as a foreign language (FL) in China. The article concludes that the primary role of small group discussion in FL learning should be in the development of collaborative learning strategies to master content rather than interpersonal communication in the target language.…

Analyzes English-as-a-Second-Language students' code-switching in a Turkish school. The article shows that no empirical evidence exists supporting the notion that restricting mother tongue use would improve learning efficiency and that most classroom code-switching is intentional. (seven references) (Author/CK)

Interpreting is an example of context-bound performance in which the interpreter has a prescribed role in infinitely varied contexts. The use of interpreting to train language students in confident and competent language use in less demanding contexts contributes to the development of both interpersonal skills and the ability to switch language…