In the last 20 years, critical approaches to language and literacy education have established themselves as an academic field, with an abundance of empirical studies applying Critical Literacy principles in classes and curricula at schools and universities. Noticeably absent from the contexts of implementation are courses in Business English and…

As U.S. schools continue to grow more culturally and linguistically diverse, it is important for teacher-educator programs to include pedagogy that promotes engaging learning opportunities for all children. One way these learning opportunities can occur is through interactive read-alouds. Interactive read-alouds provide the teacher and child an…

Creative classroom constructions imbued with arts integration, a transmediational multimodal pedagogy, are examined in exploratory action research in three bilingual elementary classroom learning experiences. In each of the lessons, there was a whole-group introduction and small-group hands-on arts-based activities inclusive of peer dialoguing,…

Given the prevalence of multimodal texts in today's world, it is not surprising that adolescent literacies are as dynamic, multimodal and visual as the texts with which they interact. As Kress & Van Leeuwen (1996) have outlined, the multimodal texts that make up a large percentage of our world consist of a range of modes (auditory,…

Understanding the linguistic and rhetorical patterns of an academic discipline strengthens students' abilities to write in professional settings. Data-driven learning and corpus-linguistic methods can increase this understanding and should be considered valuable contributors to any writing curriculum. In this paper, I present a case history on…

This study investigates the role of morphological awareness in the incidental learning of Mandarin Chinese characters among Chinese as second language (CSL) learners. Participants of the study were 20 college-level international students, uniformly Thai in language background, enrolled to study CSL at Southwest University, Chongqing, China. The…

Adopting retrospective verbal report, or RVR as the instrument, this study reports an analysis of the perceptions of native-English-speaking (NES) and non-native-English-speaking (NNES) students, who apologised to their instructors in coursework-related situations. Sixty NESs from different levels and disciplinary areas and 63 NNESs (Arabic and…

This paper looks at current grassroots efforts to revitalise Yucatec Maya, an indigenous language of Mexico, in social media and more specifically on Facebook. In contrast to the limitations of institutional language promotion, the inclusion of Maya on Facebook shows the possibilities that social networks offer not only for actual use of…

The corpus-informed pedagogical intervention described in this article was developed for an advanced English as a Second Language (ESL) course designed for prospective International Teaching Assistants (ITAs) and implemented over the course of two class periods. Its primary goal was to offer students opportunities to gain language awareness of…

What we know about the experiences of black teachers is limited, especially considering the vast amount of research conducted on and about black boys and young men. This article describes and analyzes how a black teacher at a suburban high school in the Midwestern United States negotiated professional relationships through culturally relevant…

This study took place at a medical college with 57 Arabic first-year students taking an intensive English course. The aim was to address the problems that learners experience when using the English tenses properly. The didactic model was developed and implemented in the study group only (27 students). Pre-, mid-, and post-tests were administered…

It takes teachers many years to develop expertise in the complex set of knowledge, skills, and orientations needed to teach culturally and linguistically diverse (CLD) students well. The process begins in preservice preparation and continues into the early years of teaching and throughout a teacher's career. This article examines preservice…

This paper addresses how teachers can be trained to enable cumulative knowledge-building. It focuses on the final intervention stage of the "Disciplinarity, Knowledge and Schooling" ("DISKS") project at the University of Sydney. In this special issue, Maton identifies "semantic waves" as a crucial characteristic of…

The present study was conducted to compare the impact of direct and metalinguistic written corrective feedback on Iranian EFL learners' grammatical knowledge. The participants were a convenient sample of students in two intact writing classes. The instruction provided in both groups was similar; however, the students in one group received direct…

Teacher education represents an essential step to raise awareness of the sociolinguistic changes brought about by the current pluralization of English and by its lingua franca role. Within the pre-service teacher education programs run at the Department of Foreign Languages and Literatures, University of Verona, Italy, part of the English language…