Meta-analytic studies of second language (L2) learning typically employ a classic approach to meta-analysis. Although the classic approach can clarify findings, a multivariate, multilevel meta-analysis (3M) approach increases transparency by accounting for (a) dependencies in the evidence presented by primary studies, (b) methodological…

Framed by decolonial theory, this paper explores how language and literacy ideologies, including Anglonormativity, or the expectation that children should be proficient in a standardised version of English and are deficient if not, shape language and literacy practices in South African classrooms. While not legitimised, the use of fluid language…

A review of the literature on lecture notetaking delineates research concerning learning from native-language (L1) lectures as a function of L1 notetaking, outlines accepted axioms of good notetaking, and suggests continued research to assess the utility of these axioms and to explore further second-language lecture information processing.…