We investigated whether cross-language activation is sensitive to shifting language demands and language experience during first and second language (i.e., L1, L2) reading. Experiment 1 consisted of L1 French-L2 English bilinguals reading in the L2, and Experiment 2 consisted of L1 English-L2 French bilinguals reading in the L1. Both groups read…

In the current landscape of higher education in the UK, international students play a key role. It is an environment in which they not only cross borders physically but also transition through various identities as they develop their professional and linguistic confidence and skills to fully access and contribute to their programme of study and…

This study examines the use of autoethnography as a teacher learning activity in a graduate-level Linguistic for Classroom Teachers course to provide teacher candidates (TCs) with a discursive and experiential space to engage in narrative identity work. Designed as a semester-long critical autoethnographic narrative (CAN), this teacher learning…

Translanguaging practices come into play in social interactions between bilinguals when they are making use of all their shared linguistic resources and blending their languages in natural ways. Stemming from these practices is translanguaging pedagogy, which is designed so that students in school-based additive bilingual programs can benefit from…

This article explores the ethical obligation of those in the early care and education field to deconstruct ableism (and other -isms, such as racism, sexism, classism) and to reconstruct an understanding of social identity that is strengths-based and affirming. The authors describe the Dis/ability Studies and Critical Race Theory (DisCrit)…

Language immersion programs, which are a form of bilingual education, are shaped by multiple factors, including the specific characteristics of the region, the language, the community and the learners, as well as national and regional policies on language education. While the underdeveloped production skills of immersion students have been…

Scholarship suggests that bilingual students' translanguaging skills -- their multilingual and multimodal communicative competencies -- should be leveraged as a valuable meaning-making resource and that translanguaging pedagogies can disrupt linguistic hierarchies and the ideologies of race, class, and nationhood that constitute them.…

Conceptualized with Critical Race Theory, this study analyzed the lived experiences of indigenous, rural teachers in implementing a mother tongue-based multilingual education (MTB-MLE) policy in the Philippines. Qualitative data from interviews, classroom observations and focus group interviews were obtained from ten teachers from three school…

In the present study, we take a longitudinal, corpus-based perspective to investigate short-term (over 9 months) linguistic change in the language produced for the spoken and written sections of the "TOEFL iBT"® test by a group of English-as-a-foreign-language (EFL) learners in China. The goal of the study is to identify patterns that…

It is rare for learners to reach high level of communicative ability from engaging in entirely language form either implicitly or explicitly. Likewise, focusing primarily on content may be a hindrance to embrace target language features. The integration of form-focused instruction in content-based classrooms has been effective because such an…

This study explores language policies in "almost-bilingual" classrooms, in which most but not all students share a home language. Teachers who are bilingual face a dilemma in these settings. Should they draw on shared linguistic expertise to benefit the majority while excluding a few, or should they forego significant benefits for most…

This study investigates the communication and learning needs of Master of Business Administration (MBA) business English students and their perceptions of effective curriculum design. The research instruments are two-stage surveys of 99 MBA students from a public university in China. The results of the study show that English is not extensively…

Through the analytical lens of activity theory (Leontiev, 1978, Lantolf & Thorne, 2006), the present study investigates the uptake of affordances for language learning by young (ages 7-11) Danish children (N = 15) in their engagement with English language media in the digital wild. Drawing on ethnographic interviews (Spradley, 1979), during…

This longitudinal study investigated to what extent the acquisition of cognates among bilingual children depends on the degree of cross-language similarity and intensity of exposure to the tested language, and whether children's sensitivity to cognates with different degrees of cross-language similarity changes over time. For three consecutive…

Post-school outcomes are poor for youth with disabilities, in general, but even more discouraging for certain subpopulations of individuals with disabilities, particularly those from culturally and linguistically diverse (CLD) backgrounds. The authors discuss structural inequalities in public schools which potentially contribute to the poorer…