Since Sinclair (1991) concretized the possibilities of processing and analyzing large quantities of text data through corpus linguistic techniques, the applications of corpus linguistic approaches employing authentic language data and empirical evidence have been widely accepted in language teaching and research. As the applications of corpus…

Latina/o critical race theory (LatCrit) is used as an overarching framework that examines the intersectionality of race, class, and gender while also acknowledging the unique forms of subordination within the Latina/o community based on immigration status, language, phenotype, and ethnicity. LatCrit allows for the specific examination of race and…

A number of scholars have questioned the practice of assessing academic writing in the context of a one-off language test, claiming that the time restrictions imposed in the test environment, when compared to the writing conditions typical at university, may prevent learners from displaying the kinds of writing skills required in academic…

This case study of reading activity in third-grade bilingual classrooms at a state-sanctioned "successful" school examines the influences of the California accountability framework--Proposition 227, No Child Left Behind, and the federal Reading First program--on shifting beliefs and practices around what "counts" as reading.…

It is now generally agreed that "output" functions to promote language learning through focus on form. Empirical studies reveal that oral communicative tasks can arouse learners' negotiation of meaning, but they are not so effective in bringing about focus on form. Hence, researchers have suggested using collaborative writing tasks to…

Science classrooms in the United States have become more diverse with respect to the variety of languages spoken by students. This qualitative study used ethnographic methods to investigate the discourse and practices of two ninth grade science classrooms. Approximately 44% of students included in the study were designated as English learners. The…

This volume collects empirical studies applying Conversation Analysis to situations where second, third and other additional languages are used. A number of different aspects are considered, including how linguistic systems develop over time through social interaction, how participants 'do' language learning and teaching in classroom and everyday…

Two interactional strategies explicitly taught to learners of English in Hong Kong are how to check that the hearer understands what you are saying as you communicate and, conversely, how to check that you have understood another speaker's message. The forms of these strategies that are taught in Hong Kong schools are fairly limited. This study…

This article reports on part of a research project that was generated by an evident need to incorporate cultural knowledge in language learning within the option of a Year 12 vocationally-oriented curriculum. Language-specific research was undertaken to ascertain the intercultural knowledge in communication related to hospitality and to propose a…

This article addresses the situation of lower-proficiency heritage language learners of Spanish in terms of their linguistic similarities to second language learners. The analysis highlights grammatical and lexical features in the oral discourse of Spanish heritage and second language learners at intermediate and advanced levels of study,…

This study introduces a typological model of the "conceptual language-specific approach" to the L2 research on the acquisition of tense-aspect. The model is based on the typological notion of prominence, classifying languages into tense-prominent and aspect-prominent (Bhat 1999) and the L1 research proposal that language-specific…

According to the national study conducted by Cochran-Smith & Fries (2005), the majority of teacher candidates in the U.S. are White middle-class women. While those from the U.S. who become TESOL teachers are also primarily White middle-class women, given the global demand for English, there is also a sizable number of TESOL teachers from…

The aim of this work is to analyse how Spanish readers react to English discourse markers in a text. We carry out an empirical study in which we ask three research question: (a) if there is any relationship between presence of discourse markers or absence of discourse markers and reading comprehension in English as a foreign language, (b) if there…

This review highlights recent doctoral research in the United States completed between the spring of 2006 and the fall of 2007 in the areas of language teaching and language learning. Topics of particular interest included language policy, second/foreign language pragmatics, computer-mediated communication, non-native-speaking teachers, academic…

Souto-Manning examines the role of classroom discourse analysis in helping to change a teacher's perceptions of English Language Learners from students who need "fixing" to experts from whom teachers may learn. She finds that blurring the lines between teacher/student and subject/object positions opens up pedagogical third spaces that are often…