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…

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.…

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…

This article reports on a case study of a kindergarten, monolingual teacher and how she used Spanish, the home language of her Latino/a students who are English language learners (ELLs), in the classroom. The article focuses on how the teacher develops and uses her emerging knowledge of Spanish to scaffold students' learning, specifically when…

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…

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…

Our objective was to test the factorial validity of the different versions (TSES-24, TSES-12, and TSES-11) of the Teacher's Sense of Efficacy Scale in Spanish preservice teachers'. The participants were 358 preservice teachers. The confirmatory factor analysis showed inadequate fit indexes for both TSES-24 and TSES-12 but adequate fit indexes for…

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…

Purpose: Emergent bilinguals (EBs) from Spanish-speaking households are a sizable and quickly growing segment of the preschool population in the United States. However, there is limited research on the provision of opportunities for EBs to engage in language-rich classroom discussion, particularly in English-dominant contexts where most EBs attend…

This paper presents a case study that examined the principles and practices of one novice English as a foreign language (EFL) teacher at a prominent English language institution in Central America. More specifically, this qualitative study sought to contribute to the discussion of the perceived interdependent influences of EFL teachers' thoughts…

This ethnographic study utilized border theory to examine how a bilingual Latinx teacher created equitable instruction for Mexican immigrant second-graders in a 50-50 dual-language (DL) classroom in the U.S. Midwest. Approximately half the students in the DL classroom came from Spanish-speaking, working-class homes, and half from English-speaking,…

Research Findings: We examined the amount of preschool lead/assistant teachers' English/Spanish language use and relations between quality of teacher-child interactions, and Dual Language Learners' (DLLs) English/Spanish bilingual vocabulary in 31 English-medium Head Start classrooms. Measures in this study included (a) children's conceptual…