To boost the foreign language learning process, language teachers need to know how to implement a multilingual pedagogy, that is, they should be able to draw on their and their students' knowledge of other languages during lessons. This qualitative study explored the extent to which 21 foreign language teachers in Norwegian and Russian…

This case study examines the use of the Sheltered Instruction Observation Protocol (SIOP®) Model as a framework in the design of an in-service training to answer CLIL teachers' methodological needs to integrate content and language. The study also analyzes teachers' receptiveness of the use of SIOP in a CLIL bilingual program to facilitate the…

Current scholarship on translingual pedagogies focus on writer's translingual strategies and practices. While scholarship explores translingual assessment practices, there is limited quantitative research on how we can measure students' translingual dispositions. This article examines factor structure of a Translingual Disposition Questionnaire to…

This paper argues for bringing insights from linguistics into the world language classroom. At any level of study, such insights can add intellectual interest to the study of a target language (TL), and can also help students accept and acquire aspects of the TL that are different from their first language or that are inherently challenging. As a…

As part of an ethnographic study of a secondary English Language Arts classroom, one teacher took a critical translingual approach to curriculum and instruction, encouraging students to engage in translanguaging and to explore the intersections of language with power and identity. The larger study's central question was, what does participation in…

This article extends two conversations in the heritage language (HL) scholarship: 1) the need to strengthen the linguistic self-confidence among receptive bilinguals (who are typically associated with beginning-level HL students); 2) the need for more critical explorations of receptive bilinguals' self-reported, albeit minimal, spoken Spanish in…

The language de jure in Jamaica is Jamaican English (JE); however, the language de facto of most nationals is Jamaican Creole (JC). As such, there are many students who enter the tertiary level without fully acquiring JE. As a CARICOM nation, it is mandatory that foreign languages are taught beginning at the primary level of education. Although…

Whether type of written corrective feedback (WCF) impacts L2 learning has been investigated for decades. While many product-oriented studies report conflicting findings, the paucity of studies adopting both a process-oriented and curricular approach (e.g., Caras, 2019) underscores the call for further research on: (1) the processing dimension of…

Even though Indigenous Latino/a/x students sometimes have different experiences from other students in bilingual programs in the US, they are often homogenized into the overarching category of 'Latino/a/o/x.' Using narrative inquiry and the sub-genre of collective autoethnography, this paper tells the story of our experiences studying K'iche' and…

Quantificational elements such as some pose a challenge to young language learners, given their vague meaning and ability to take on an upper-bounded interpretation (relative to "all") in certain contexts. The challenge is enhanced when a child is acquiring multiple languages that do not share a one-to-one mapping between their lexical…

The provision of CLIL teachers in Spain has outpaced the growth of the so-called bilingual programs, as there are no specific training requirements for CLIL teachers who are either content or language specialists. So, CLIL teachers have a preexistent teacher identity that could influence their pedagogical choices. This study examines how teachers…

This qualitative case study examined the interactions between four Mexican parents from immigrant backgrounds and their children during the process of creating two biliteracy family projects that centered on their experiential knowledge. Informed by a theoretical lens of sociocultural linguistics and community cultural wealth, this study examined…

This article uses the clitic left dislocation (CLLD) construction in L2 Spanish to investigate whether generative SLA has valuable insights to contribute to language teaching. Although CLLD is a structure that is commonly used by native speakers, as reported anecdotally and in at least one corpus, we found that native-Spanish and native-English…

In this qualitative linguistic ethnography, we combine a multilingual perspective on translanguaging with humanizing pedagogies to examine how and for what purposes a second-grade teacher and her students used Spanish and English in support of language development during a literacy-based English Language Development block within a paired literacy…

After years of controversy and terminological debate, the plurilingual approach is now well accepted by language teaching communities. Still, doubts concerning how the plurilingual approach can shape the way we teach languages remain. The aim of this article is to describe a pedagogical and sequential approach that can be followed by teachers who…