The present study examines the language- and culture-learning perceptions of domestic and international students from a Canadian university who participated in an intensive four-week-long Spanish language and cultural immersion program in Spain. The study draws on quantitative and qualitative data to explore the ways in which the participants'…

This article focuses on the implementation of a flipped classroom approach in two different levels of Spanish foreign language university courses for beginner and intermediate learners. The flipped classroom approach delivers course content that prioritizes both digital technology and active learning. Despite its potential advantages in the…

In several studies it is highlighted that the early acquisition of a language in the home results in phonetic and phonological benefits, and that it is not uncommon for early learners to achieve native-like pronunciation in their heritage language. However, most of these studies have been carried out with bilinguals. The present contribution aims…

This study compares the frequency and distribution of different types of corrective feedback (CF) (recasts, prompts and explicit correction) and learner uptake in 43 hours of classroom interaction at the 4th-5th grade level across three instructional settings: (1) two content and language integrated learning (CLIL) classrooms in Spain with English…

This study evaluated the impact of two metalinguistic factors, English derivational awareness and English-Spanish cognate awareness, and the impact of two sociocultural factors, maternal education and children's length of residence in Canada, on English Language Learners (ELLs)' vocabulary knowledge. The participants of the study were 89…

Discusses Gardner and Lambert's Attitude and Motivation Test Battery (AMTB) and its application in Canada. Study's purpose was to test sociopsychological theory of second-language learning by validating an adapted AMTB in the U.S. with American students of Spanish. Sought to compare underlying structure of adapted ATMB with original ATMB and…

This study extends previous research on the relationships among intelligibility, perceived comprehensibility, and accentedness. The researchers obtained accent and comprehensibility ratings and transcriptions of accented speech of Cantonese, Japanese, Polish, and Spanish intermediate English-as-a-Second-Language students from native English…

Roles of language proficiency and general developmental factors on metaphor interpretation were examined for 60 Spanish- and English-speaking and 60 monolingual English-speaking children aged 7-8, 9-10, and 11-12 years. Language proficiency in English and socioeconomic status were considered, but both were less important in metaphor interpretation…

A Canadian study of student orientation (integrative, instrumental, or other) and its relationship to second language learning motivation and sociocultural factors in the learning environment is discussed. The study compared the orientations and stated reasons for studying a second language of over 800 grade 11 students with data on three…

A comparison of the salient characteristics of Canadian and United States bilingual education programs suggests various settings where it would be desirable to introduce children to schooling in their home language. These settings include: (1) the various ethnic communities in the United States, (2) multilingual developing countries, (3) parts of…

A study investigated links between writing apprehension, preferred writing processes, and academic achievement in 28 adult learners of English as a Second Language (ESL). One group was of varying language background in an intensive intermediate ESL class and the other consisted of francophone Canadians in an evening intermediate ESL writing class…