While discourse markers (DMs) are crucial for coherence and interactional competence, previous research suggests that learners' usage of DMs differs from L1 speakers. Prior research has taken either a discourse-functional or interactional approach, yet combining these two methods may provide greater understanding of the unique learner…

The Chilean curriculum for writing education includes five paradigms: "cultural," "macro-linguistic," "micro-linguistic," "procedural," and "communicative." The implementation of such a poly-paradigmatic curriculum can occur in multiple ways. Therefore, we analyzed classroom practices with two…

Purpose: This study aims to examine the impact of an online language immersion program on the participants' self-efficacy for culturally responsive teaching. Design/methodology/approach: The Culturally Responsive Teaching Self-Efficacy Scale (Siwatu, 2007), the Culturally Responsive Teaching Outcome Expectations Scale (Siwatu, 2007) and the…

Using a critical approach, I discuss the socioeconomic power impact of capitalism, neoliberalism, and globalization in the teaching of English as a foreign language (EFL) in Colombia, described as a symbolic annihilation process. I argue how these three constructs have influenced language policy-decisions making processes and classroom practices…

Representations of a nation's history work as a powerful tool to consolidate a collective identity and build trust in the nation. School textbooks are ideological products that disseminate official ideas about a collective past and heritage; their depictions have an impact on shared understandings of a nation's history. However, what is included…

This study explores teachers' use of Spanish in sixth-grade bilingual science classrooms at an urban middle school in Texas. We used a case study approach to study how two Spanish-English bilingual teachers utilized Spanish during instruction in a unit on space exploration and their beliefs on Spanish use in English-dominant science classrooms.…

The purpose of this qualitative action research study was to explore improving first semester training practices for graduate teaching assistants (TAs) in the Spanish program at Arizona State University's (ASU) Tempe Campus. Adding to research on TA training in higher education, a communities of practice (CoP) framework was combined with concrete…

Drawing on life stories and classroom observations, this qualitative study examined how six bilingual maestras enacted and embodied critical biliteracies through bilanguaging love. These maestras were born, raised, and now teach bilingual education on the Texas-Mexico border. Their stories revealed contradictory and complex beliefs about literacy…

As students feel empowered to select their own goals, they forge their own journeys to success. A culturally sustaining tool, student reflection is an informative practice for self-paced growth in language learning and beyond. A French and a Spanish teacher share their protocols to bring goal-setting into any classroom, along with the research and…

The ability to communicate in different languages is increasingly essential in today's interconnected world. However, language learning outcomes can often suffer due to low engagement and participation, especially among students from diverse cultural and socioeconomic backgrounds. To address this challenge, it is crucial to create a culturally…

According to research in pragmatics, gender represents an important factor in individuals' turn-taking behaviour, with results indicating overall male-dominated conversational patterns. Despite the significance of gender in the students' conversational styles in an academic setting, gender and turn-taking has yet to be investigated in the foreign…

Latinx who do not feel confident speaking Spanish are usually questioned. To fight these ideologies, Pascual and Cabo and Prada (2018) suggest new pedagogical approaches to incorporate in the curriculum the experiences of the heritage language learner (HLL). Latinx in higher education expect a culturally relevant curriculum to critically listen…

This study serves as a follow-up to VanPatten's (2015a) demographic report including the makeup of many university language departments. The present study investigates what some literary and cultural studies experts self-report regarding their training in SLA/language pedagogy, term familiarity, perceptions of Communicative Language Teaching, and…

Purpose: Little research has been done exploring the nature of multilingual students who are not categorized as English language learners (ELLs) in English language arts (ELA) classes. This study about a group of multilingual girls in an ELA class led by a monolingual white teacher aims to show how, when a teacher makes space for translanguaging…

When teaching multilingual learners, it is critical for teachers to use instructional strategies that engage and nurture language and biliteracy skills. In this practice-based paper, we address how teachers can utilize translanguaging strategies to recognize and build multilingual practices while offering all learners opportunities to share their…