This article reports on a longitudinal focus group study of two groups of translation students aimed at investigating their socialisation into the translation profession. The students followed the same MA programme in Translation Studies at a Swedish university but worked with different source languages (SL): Japanese and English. The focus group…

Grounded in Vygotskian sociocultural theory, we propose a novel methodology for second language teacher cognition research called "dialogic restorying." We exemplify this methodological innovation by presenting a qualitative longitudinal project in which we prompted L2 teachers to revisit and restory what Veresov (2017) calls…

This article is based on the author's doctoral thesis on the dynamics of interpersonal relations in the onsite classroom. Drawing on positioning theory (Davies & Harre´, 1999; Harre´, 2015), Sociocultural theory (Vygotsky, 1978; Lantolf & Thorne, 2007) and informed by the focus on interaction in Douglas Fir Group's seminal paper (Douglas…

This longitudinal, 2-year study explored the experience of a cohort of seven in-service teachers in an English Language Teaching master's program as they carried out action research studies to determine the impact of the stages of the research process on the various components of their pedagogical content knowledge. The research design followed a…

Where academic literacies are understood as situated social practices, effective academic literacy support needs to reflect the disciplinary and institutional specificity of the practices. However, the institutional separation of academic literacy teaching from disciplinary subject teaching, typical of UK universities, creates significant…

Contribution: A flipped classroom approach to teaching empirical software engineering increases student learning by providing more time for active learning in class. Background: There is a need for longitudinal studies of the flipped classroom approach in general. Although a few cross-sectional studies show that a flipped classroom approach can…

This paper reports on a longitudinal phenomenographic inquiry into understanding how two postgraduate Syrian students' ways of approaching English language learning in their homelands influenced the shape of their personal study abroad goals, language strategy use and L2 identity. It is guided by Norton's [(2013). "Identity and language…

In Europe there is a growing concern among educators and policy makers that students are not well-prepared to start a Master programme. This study draws on longitudinal research conducted at four universities in the Netherlands and a follow-up exploratory purposively chosen from one of the study sites. In Study 1, differences in academic…

In July of 2011, the U.S. Department of Justice (DOJ) determined that Massachusetts had violated the civil rights of its English Language Learners (ELLs) by placing them in classes with inadequately prepared teachers. Massachusetts is the contextual background for this study but it also serves as an example of the challenges across the U.S. in…