Affordances in the international service-learning context for Spanish learners

2024-9-12

The native speaker model in Japan: constant and changing attitudes

2024-9-10

Content knowledge for language teaching: dialectical materialist stance on developing teacher language awareness

2024-8-29

Accommodating beginner language learners in level-based language introduction

2024-8-24

Developing an MLA-test for young learners – insights from measurement theory and language testing

2024-8-5

Mapping the associations among task complexity, emotionality, and linguistic complexity in L2 writing

2024-7-31

Fostering language awareness for integration through teacher-researcher collaboration in a Spanish bilingual education context

2024-7-31

Reflections on translanguaging as a pedagogical framework in Japanese higher education

2024-7-30

To cure sometimes, to relieve often, to publicise always: a case study of linguistic medicine landscapes in a (post)pandemic era

2024-7-14

The effects of task complexity on linguistic complexity and perception in English native speakers’ and L2 speakers’ argumentative writing

2024-7-12

Teacher cognition about intercultural communicative competence (ICC): a comparative study of English-major and German-major pre-service teachers in China

2024-7-10

Exploring Chinese multilingual students’ metacognitive knowledge, strategies, and experiences in academic writing

2024-7-8

ESL teachers’ metalanguage as evidence of their metalinguistic knowledge of the English intonation system

2024-6-26

The effects of listening-based lexical focus-on-form on the learning of morphologically complex words

2024-6-25

A bibliometric and content analysis of student engagement research in English language teaching

2024-6-25

Relationship between young learners’ L2 proficiency and subject knowledge: evaluating a CLIL programme in China

2024-5-22

Cross-curricular collaboration and teachers’ language awareness in bilingual education

2024-5-16

Raising L2 readers’ awareness of English as a Lingua Franca in a language classroom

2024-5-15

Language aptitude and its links with metalinguistic knowledge, self-efficacy, anxiety, and language maintenance in multilingual language teachers

2024-4-9

List of reviewers

2024-4-2

Qatari student writers’ metalinguistic understanding of transitions in L2 English written argument

2024-3-27

Critical awareness toward Content-Language Integrated Education for Multilingual Learners (CA-CIEML): a survey study about teachers’ ideological beliefs and attitudes

2024-2-27

Developing culturally-situated student feedback literacy through multi-peer feedback giving: an online community-based approach

2024-2-26

Teacher language awareness in CLIL teacher education in Argentina, Colombia, and Ecuador: a multiple case study

2024-2-22

Conceptualizing Students’ Language Awareness across Educational Levels in the Context of Plurilingual Education: Within- and Cross-Case Findings from Grades 1, 7 and 11

2024-1-18

Assessing self-regulated writing strategies, working memory, L2 proficiency level, and multimedia writing performance

2024-1-12

Developing a reading proficiency scale for Chinese as a second language: a confirmatory factor analysis approach

2024-1-4

Raising learner awareness of L2 writing spaces: supporting researchers, teachers, and learners through system mapping

2023-12-27

Immediate <i>vs.</i> delayed prompts, individual differences in working memory, and L2 development

2023-12-15

Investigating critical language awareness pedagogy in China: a case study of a Chinese university EFL teacher

2023-11-29

Translanguaging dynamics in the digital landscape: insights from a social media corpus

2023-11-24

L2 irony comprehension and the role of L2 proficiency and use

2023-11-3

EFL writers’ cognitive engagement with AWE feedback

2023-10-13

Unveiling the discourses of coloniality: Mexican Student-Teachers’ language awareness in personal stories and language practices

2023-10-2

Nurturing critical multilingual awareness with pre-service (pre)primary teachers through an interdisciplinary, project-based approach

2023-10-2

Centering critical multilingual language awareness in language teacher education: towards more evidence-based instructional practices

2023-10-2

Critical multilingual language awareness: the role of teachers as language activists and knowledge generators

2023-10-2

Reciprocal multilingual awareness for linguistic citizenship

2023-10-2

Commentary: toward a multilingual listener-as-teacher stance in teaching and teacher education

2023-10-2

Be(com)ing multilingual listeners: preparing (monolingual) teacher candidates to work with multilingual learners in mainstream classrooms

2023-10-2

The emergence of critical multilingual language awareness in teacher education: the role of experience and coursework

2023-9-25

Using the third-person singular pronoun <i>they</i> in academic writing: perspectives from English language teachers in Philippine universities

2023-9-19

Language awareness and cultural awareness in international online cooperation: a mixed-method approach

2023-8-23

Teacher’s awareness of intercultural pragmatics in adult EALD classrooms: an exploratory study in the multicultural context of Australia

2023-7-30

Words that don’t translate: investing in decolonizing practices through translanguaging

2023-7-25

Dynamic <i>flows</i> of translanguaging/trans-semiotizing in CLIL eco-social systems

2023-7-20

Languaging and language awareness in the global age 2020–2023: digital engagement and practice in language teaching and learning in (post-)pandemic times

2023-7-19

Do societal and individual multilingualism lead to positive perceptions of multilingualism and language learning? A comparative study with Australian and German pre-service teachers

2023-7-18

How long can naturalistic L2 pronunciation learning continue in adults? A 10-year study

2023-7-12

Fostering crosslinguistic knowledge about language in young learners: effects of explicit L2 Spanish grammar learning on L1 English grammar

2023-6-27