Research shows that bilingual learners move naturally between their languages to learn; however, this practice is not welcomed in many second/foreign language classrooms given the belief that first language (L1) use negatively affects second language (L2) development, despite much empirical evidence to the contrary. Moreover, translanguaging…

This case study with 12 Korean high school emergent bilinguals (K-emergent bilinguals) illustrates how the pedagogical concept of translingual dialogic webbing can be conceptualized based on theories of dialogism and translanguaging. Through a concrete case of classroom activities using a picturebook, "the Rough Patch," this article…

In this study, I analyze how 15 world language (WL) preservice and in-service teachers in the United States negotiated the concept of translanguaging in an online, asynchronous educational linguistics class. Integrating language orientations, an ecological model of language teacher agency, a critical reflection framework, and a critical…

The present study expands the literature on the Foreign Language Effect by investigating differences in moral judgment for 280 English-Spanish late bilinguals when processing the button and bridge moral scenarios of the canonical trolley dilemma (Thomson, 1985) in an online questionnaire in either a native (NL), foreign (FL), or code-switched (CS)…

The concomitant relationship among language, identity and power has been intimately connected to the ELT world. The bi/multilingual learner identity negotiation has been viewed as a site of struggle from a postmodernist perspective. To this end, learners' existing capital in relation to their involvement in new capital is a significant issue in…

The COVID-19 pandemic has given rise to the burgeoning of online, blended, and hybrid classrooms. The transition to virtual learning has been a challenge for many teachers and learners, but for multilingual learners (MLs) who have to navigate the virtual learning environment in a new language, online learning can be particularly difficult.…

This book focuses on research-informed approaches and techniques for teaching writing to elementary English Language Learners (ELLs). The book highlights strategies for enriching writing literacy education for elementary ELLs. With contributions from prominent scholars in the field of elementary ELL writing from around the world, the chapters in…

This study sets out to explore the effect of proficiency and modality of interaction on code-switching (CS) amongst two groups of Spanish-Catalan learners acquiring English as a Foreign Language (EFL) in Primary school (grade 3, n = 24 and grade 6, n = 21). Data was retrieved from audio-taped oral activities (peer interaction and learner-teacher…

Translanguaging pedagogy is gaining widespread recognition as an approach that recognizes and builds on multilingual students' linguistic resources. Research on translanguaging pedagogy has predominantly focused on classroom language practices, while studies on the design and enactment of translanguaged instruction are limited. This pilot study…

In this article, I share two critical incidents from the vocabulary lessons in an instructional cycle on immigration with third-grade bilingual students. In sharing these critical incidents, I seek to raise awareness of how colonial legacies of cultural and linguistic domination permeate translanguaging pedagogy. I use critical reflection,…

The role of the learner's mother tongue in second and foreign language classrooms has been a subject of debate for many decades (Brice, Mastin, & Perkins, 1998; Cook, 2001; Ferguson, 2003; Almulhim, 2014; Al-Amir, 2017). This debate about the use of the learner's first language is reflected in the absence of a clear policy on its use within…

This paper explores how Culturally Sustaining Systemic Functional Linguistics (CSSFL), a theoretical and pedagogical approach, facilitates emergent bilingual (EB) students' engagement in explicit, equitable literacy practices within the unique context of a middle school intensive reading classroom. This design-based research (DBR) study documents…

This paper focuses on code-switching (CS) in postcolonial (P-C) classrooms (e.g. Africa, Asia and Asia-Pacific) where the use of English has increased not only as a subject matter, but also as the language of instruction across all subjects. CS, a common behaviour among bilinguals and polyglots, refers broadly to the alternation between two or…

Undeniably, one language may be considered more valuable than other languages. Hence, most bilingual communities suffer from language imbalances. The present study attempts to identify the factors of code-switching during classroom presentations. Its functions were identified through analysing conversational contexts in which it occurs. Through…

Many students in US community colleges often speak a language other than English (LOTE) at home. They find it difficult to complete college requirements, and many drop out. Struggling with the acquisition of academic English and the content of their courses, they exhibit low academic confidence and are easily frustrated. In an attempt to raise…