Navigating controversial discussions: the role of talk moves in dialogic teaching

2024-9-12

Ecolinguistics and environment in education: Language, culture and textual analysis

2024-9-3

The Minority Language as a Second Language: Challenges and Achievements

2024-8-27

Language narratives and shifting multilingual pedagogies, by Belinda Mendelowitz, Ana Ferreira and Kerryn Dixon

2024-8-21

A case study of emergent leadership in whole-class discussion of controversial issues

2024-8-16

‘Now you’ve said it, it’s like a big light bulb!’: enacting post observation feedback suggestions

2024-8-14

Transpositioning in English medium instruction classroom discourse: insights from a translanguaging perspective

2024-8-5

‘Walking out from the flat’: Pre-service English language teachers’ experiences of and needs for English as a lingua franca during study-abroad

2024-7-26

Intercultural Communication and Identity <b> <i>Intercultural Communication and Identity</i> </b> , R. Darvin and T. Sun, Cambridge, UK: Cambridge University Press, 2024, 68 pp., £49.99 (hbk) ISBN 978-1-009-47857-1, £17.00 (pbk) ISBN 978-1-009-20673-0

2024-7-25

Beliefs about multimodality with English learners and their peers in the content areas: A mixed methods study of pre-service teachers

2024-7-24

Navigating linguistic diversity: teachers’ beliefs on multilingual pedagogies in monolingual policy schools

2024-7-22

Conceptualisations of ‘good’ writing in the English primary school context

2024-7-22

Linguistic complexity of elementary mathematics word problems and their translations

2024-7-19

(Co)constructing hybrid, transformative, and democratic Third Spaces in a heritage language classroom for Asian American transnational students

2024-7-18

Grammatical understanding predicts reading comprehension in secondary-level students: insights from a Finnish national survey

2024-7-15

Self-assessment criteria as projected realities: a social cognitive study on student experience in postgraduate thesis writing

2024-7-11

Discourse differences between international teaching assistants and university registers: a quantitative corpus approach

2024-7-10

Deciding who we are: A classroom agreement process that cultivates caring relations and dialogic value-orientations

2024-7-10

Teachers’ perceptions of challenges in digital multimodal composing with newcomer adolescent students from refugee backgrounds

2024-7-8

Spatial ideologies on official bilingualism and co-located schools in Finland and South Tyrol, Italy

2024-6-30

German language support in Austria: feasibility, effectiveness and legitimacy from the perspective of public administration

2024-6-26

Editorial: What is the future of young people’s volitional reading? Exploring diverse perspectives

2024-6-24

Teachers’ conceptualizations of multilingual learners’ so-called ‘academic’ language in oral-language assessments

2024-6-22

Navigating narrative and analysis: students’ mediation of historical content through storytelling

2024-6-21

The shaping of an idea as temporal, multimodal, and collaborative activity: exploring how students develop a board game in L1

2024-6-21

Survive, thrive and transform: African international students’ lived experience of monolingual Chinese higher education

2024-6-19

Laughter and classroom boundaries

2024-6-6

Teachers’ language ideologies and practices on the use of Spanish in science classrooms

2024-6-6

The role of teacher beliefs in teacher learning and practice: implications for meeting the needs of English learners/emergent bilinguals

2024-6-5

Multilingual and Translingual Practices in English-Medium Instruction: Perspectives from Global Higher Education Contexts <i>Multilingual and Translingual Practices in English-Medium Instruction: Perspectives from Global Higher Education Contexts</i> , edited by D. Yuksel, M. Altay, and S. Curle, London: Bloomsbury, 2024, 288 pp., ISBN 978-1-3503-7324-2 (hbk): £63.00 ISBN 978-1-3503-7326-6 (ebk): £56.70

2024-5-24

Science and language education: emergent bilinguals engage in modeling, explanation and argumentation for sense-making

2024-5-23

Localizing for learning: a designed teacher training program and its developed localized materials for mother tongue education

2024-5-10

Creating more opportunities through multimodal literacy and positioning in online and in-person Chinese heritage language classrooms

2024-5-10

Co-teaching literacy strategies for the inclusion of second-language learners: possibilities for professional development

2024-5-7

Multilingual authors ‘standing taller’ in arts-rich translanguaging spaces

2024-5-6

Understanding Chinese international students’ language ideologies and multilingual practices in English-medium instruction programs in Germany

2024-5-3

Doing enactment within the logics of policy privatisation: how inclusion policy can be interpreted and translated for English as an Additional Language/Dialect (EAL/D) students

2024-5-3

PowerPoint presentations in L1-medium and English-medium lectures: examining knowledge-building practices in multimodal slide content

2024-4-29

“(Not) the same as it was”: Parents’ and teachers’ perception of the impact of COVID-19 on a bilingual elementary program

2024-4-24

We enjoy <i>doing</i> reading together: finding potential in affective encounters with people and things for sustaining volitional reading

2024-4-23

Understanding the talk patterns in secondary school classrooms

2024-4-22

‘I always prefer to quote well-known people’: identity negotiations while constructing Ph.D. students’ intertextual repertoire

2024-4-18

African international students’ challenges, investment and identity development at a highly selective EMI university in Kazakhstan

2024-4-15

Centering Multilingual Learners and Countering Raciolinguistic Ideologies in Teacher Education: Principles, Policies and Practices <b>Centering Multilingual Learners and Countering Raciolinguistic Ideologies in Teacher Education: Principles, Policies and Practices</b> , Jeff Bale, Shakina Rajendram, Katie Brubacher, Mama Adobea Nii Owoo, Jennifer Burton, Wales Wong, Yiran Zhang, Elizabeth Jean Larson, Antoinette Gagné, and Julie Kerekes, Bristol, UK; Jackson, TN: Multilingual Matters, 2023, 278…

2024-4-15

Translanguaging and English as a Lingua Franca in the Plurilingual Classroom <i>Translanguaging and English as a Lingua Franca in the Plurilingual Classroom</i> . Anna Mendoza, Clevedon Multilingual Matters 2023, xvii + 232 pp., £29.95 (paperback), ISBN 0-978-1-80041-342-9.

2024-3-20

Technology in second language writing: advances in composing, translation, writing pedagogy and data-driven learning <b>Technology in second language writing: advances in composing, translation, writing pedagogy and data-driven learning</b> , edited by Jingjing Qin and Paul Stapleton, London, Routledge, 2023, 1st edition, 196 pp., £120.00 (hardback), ISBN 978-1-032-24580-5

2024-3-19

Sharing is caring: young people’s narratives about BookTok and volitional reading

2024-3-18

What Makes adolescents <i>want</i> to read? Examining adolescents’ contemporary print and new media (fiction) leisure reading through mobile ethnography

2024-3-15

Reading for pleasure: scrutinising the evidence base – benefits, tensions and recommendations

2024-3-9

Interesting facts: holistic interviews on children’s nonfiction engagement

2024-3-7