This meta-analysis synthesized the effects of the English medium instruction and content and language integrated learning (EMI-CLIL) approach on secondary-level students' English learning. The dataset included 44 samples (N = 7,434) from 38 primary studies. The results revealed EMI-CLIL's overall effectiveness for the development of English…

This study analyzes the influence of English medium instruction (EMI) on student English writing development in a Spanish undergraduate context, a language skill that remains underexplored in EMI research at tertiary level. Through a longitudinal pre- and post-test method, it explores the writing progress of EMI engineering students as compared to…

Purpose: This exploratory study developed a process for reinterpreting previously published research studies in the bilingual literature. Three previously published studies on bilingual phonological acquisition were revisited due to the following characteristics: (a) they applied a theoretical framework for bilingual speech production developed by…

Emergentist, usage-based L2 research has witnessed that emphasizing formulaic sequences as entry points in meaning-based instructional contexts contributes to the development of linguistic comprehension and production. Related studies have thus far striven to find the most effective methods of highlighting these word strings. This study explored…

This study examines hegemonic discourses on English and socioeconomic development from teachers' perspectives. Specifically, it scrutinizes the sorts of positions a group of 36 teachers of English, French, Italian, German, and Portuguese in an undergraduate program of modern languages take towards both the predominant narrative of English as the…

This article describes the implementation of a special accommodations policy for a suite of localised English language and numeracy tests, the Workplace Literacy and Numeracy (WPLN) Assessments. The WPLN are computer-delivered assessments, part of the WPLN training and assessment programme, which exists to provide access to workforce skills…

This policy analysis will explore the prevalence and purpose of compulsory practical English courses for students across all faculties in universities in Japan. Special attention will be given to English courses taught in two non-English major colleges within a large private Japanese university in Western Japan, which since their inception have…

The use of concurrent data elicitation procedures (e.g. think-alouds, eye-tracking, response time) to investigate learners' cognitive processing and processes is becoming more prominent in research designs as researchers seek to acquire a better understanding of how second language (L2) learners process L2 data (e.g. Martin et al., 2019; Rogers,…

Integrating intercultural competence in foreign language classrooms has been emphasized in China, yet scant explicit guidance currently exists on how to teach intercultural competence in college English courses. This study aimed at comparing and contrasting intercultural pedagogical approaches used by instructors in English courses for non-English…

When conducting interviews with multilinguals, researchers make (often invisible) decisions about the interview language(s). Whilst the research design may require a particular approach in some cases, linguists generally recommend giving participants a choice or interviewing them in their first language. There are ethical and methodological…

How do early bilingual experiences influence children's neural architecture for word processing? Dual language acquisition can yield common influences that may be shared across different bilingual groups, as well as language-specific influences stemming from a given language pairing. To investigate these effects, we examined bilingual English…

A translanguaging lens in educational research focuses on social, cultural, and power dynamics of language and multilingualism in practice. It also represents a potentially transformative pedagogical practice that centers the languaging practice, power, and agency of multilingual learners to transgress classroom language borders. However,…

When reading Chinese, skilled native readers regularly gain a preview benefit (PB) when the parafoveal word is orthographically or semantically related to the target word. Evidence shows that non-native, beginning Chinese readers can obtain an orthographic PB during Chinese reading, which indicates the parafoveal processing of low-level visual…

Input is indispensable for language learning. Although opportunities for listening and reading, the two only channels of language input, can be scarce outside class in English as a foreign language (EFL) contexts, highly proficient learners often expose themselves to input aplenty. Their experiences of immersing themselves in input and their…

Target language instruction in multilingual settings cannot ignore the linguistic diversity of both the learners and the society. Rather than ignoring the individual and societal multilingualism, leveraging them as resources in learning the target language can be beneficial. Developing such multilingual instruction is an organic, iterative process…