The purpose of diagnostic language assessment is to identify learner strengths and weaknesses so that subsequent learning activity can be planned according to learner needs, a purpose which aligns with pedagogical recommendations to individualize instruction. Indeed, the extent to which diagnostic assessment can inform the selection of…

Drawing on Bourdieu's concept of linguistic capital and Darvin and Norton's notion of investment, this study explores heritage language (HL) use among 1.5-generation Korean immigrants in the New Zealand workplace. The data were collected through interviews with heritage speakers of Korean working in diverse fields in Auckland. The majority of the…

A high-stakes Portfolio-Based Language Assessment (PBLA) protocol that was fully implemented in all Language Instruction for Newcomers to Canada (LINC) programs in 2019 requires instructors and students to set language-learning goals and complete, compile, and reflect on numerous authentic language tasks. Due to the language barriers incurred when…

This paper reports on a longitudinal study that investigated how international students' personal network mediated their pragmatic choices during studying abroad in China. Data were collected over a year through different ways, including Study Abroad Network Questionnaire, role-plays, retrospective verbal reports, ethnographic interviews and…

The name of the worship place is closely related to history, ideology, power, and society. Naming a worship place is a symbol of how power is represented through text in public spaces. This study aims to look at an environmental print by investigating the performance of religions in Malang, Indonesia, through the use of language in the names of…

This study provides a suggestive reassessment of the extent to which levels of English language ability among adult English language learners impact their ability to get things done in talk and text as discourse in a Canadian context where English is the lingua franca. The data are drawn from a Facebook Group for linguistic minority parents who…

Researchers are concerned that English language learners (ELL) may remain classified too long and, therefore, may not receive appropriate mainstream educational services. In this study, we investigate the effects of language classification on student outcomes in one California school district. Our ordinary least squares regression estimates…

This paper describes one approach to focusing on Connections, one of the five Cs from the World Readiness Standards for Learning Languages, as a means of exposing introductory language students to culturally diverse authentic texts through drama-based pedagogy. Our approach focuses on an instructor working within an established departmental…

In this qualitative study of a short-term study abroad program from Chile to the United States, teacher candidates in English pedagogy reported developing globally competent teacher attributes. Through the experiences in the program, the Chilean teacher candidates reported that their international perspectives were enhanced, their repertoire of…

Despite 40 years of research indicating that parent involvement is important for student achievement, schools have done little to engage parents across Canada. This study and model recommend strategies to enhance the probability of educational involvement for parents who do not speak the school language. The mixed methods research with surveys (N…

This article presents the findings of an online survey conducted amongst bi- (English, Italian) and trilingual (English, Italian and dialect) Italo-Australian youth, exploring self-assessed language competence, self-reported language choice in various communicative situations, and attitudes towards heritage languages. These young people appear…

The present study investigates the effects of two subsequent learning contexts, formal instruction (FI) at home and a 3-month stay abroad (SA), on vocabulary acquisition in English as a foreign language (EFL) writing and speaking. Data were collected from 30 Catalan/Spanish learners of English before and after each learning period using a written…

This longitudinal case study explored the language teacher identity construction of two novice native English-speaking teachers (NESTs) in an EFL context. Adopting a poststructuralist approach, Emily's and David's teacher identity construction were explored in relation to the emotional labor they expressed and experienced throughout their first…

Extensive reading (ER) has been shown to be an effective approach in helping second language (L2) students learn to read the target language. Of particular interest is how L2 learners in English for Academic Purposes (EAP) courses that included ER would react to ER since ER involves L2 learners reading easy, interesting books that they select…

Although corpora and corpus linguistics have been applied for quite long in foreign and second language settings, there is still limited understanding about how EFL learners use corpus tools along with dictionaries to enhance their collocation knowledge. This study aims to gain insight into the effectiveness of corpus-based pedagogy in comparison…