Using a psycholinguistic and a holistic bilingual perspective, this study examined the writing conceptualization progressions in Spanish and English of 16 simultaneous bilinguals from preschool through kindergarten. The children were enrolled in a bilingual early childhood program where literacy instruction was primarily in Spanish. We adapted a…

In today's interconnected and globalized world, there is a need for pedagogies that can "successfully prepare learners for intercultural encounters" (Drewelow, 2017, p. 255). In particular, instructional approaches that focus on cultivating learners' global competence, that is, the ability to communicate in more than one language with…

We compared 2 learning methods for the acquisition of vocabulary in a second language (L2). In addition, the use of the new L2 words was evaluated both in isolation and within sentences. In the semantic method, L2 words and pictures denoting their meanings were presented and participants learned by practicing a semantic categorization task (to…

This paper examines two language practices of students in a predominantly African American bilingual second grade class: language play and identity formation. Prevalent notions about legitimate language knowledge are visible in the school's curriculum, language goals, and assessment requirements. Additionally, discussions about bilingual…

This paper builds on a collaborative pilot project on "Critical Multilingual Language Awareness" (CMLA) in a linguistically diverse Preparatory Class with migrant adolescents in Sweden. Importantly, the approach involved Multilingual Study Mentors (MSMs), whose role normally is to provide scaffolding in the strongest language of recently…

This study examined how two Translanguaging (TL) modes impact multilingual students' English skills. It also investigates the perceived benefits and disadvantages of the translanguaging practices used by both students and teacher. The research sample comprised 96 multilingual students divided into three groups: a control group and two experimental…

This is a case study of supplementary support sessions for Spanish proficiency offered in a bilingual teacher preparation program in Texas throughout an academic year. The support sessions were created to assist pre-service bilingual teachers in further developing their command of Spanish through extra practice, feedback, and test preparation in…

The foreign language classroom affords conversations related to heteronormativity, language, and power, but instructional approaches often center upon discrete aspects of grammar and vocabulary. Teaching Proficiency through Reading and Storytelling (TPRS) disavows such approaches, instead utilizing personalized questions and co-created stories.…

This study reports on how the affordances of the WebEx platform were used as multimodality resources during the negotiation of meaning by participants engaged in an English/Spanish eTandem video-conferencing exchange. The exchange involved five dyads of university students with an intermediate level of language proficiency. A total of seven tasks…

This article presents an overview of the creation and consolidation of an undergraduate certificate in Spanish translation offered at the University of Texas at Arlington. The certificate is a 15 credit-hour program oriented towards community translation and service-learning. It also offers a curricular model that could be beneficial for other…

While many elementary-level children in the United States still do not have access to a second/additional language (L2), an increasing number are educated via Foreign Language Exposure (FLEX) tracks. Our two-semester study examines elementary-level L2 learners' engagement, emerging L2 Spanish vocabulary use, and awareness of the arbitrary nature…

Physical education (PE) is often the subject chosen for applying multilingual initiatives based on content and language integrated learning (CLIL). Some research literature (Lynott, F. J. 2008. "Integrating Other Subject Matter without Jeopardizing Physical Education Goals: The Content Linkage Approach." Strategies 22 (1): 10-17; Merino,…

As critical approaches to Heritage Language (HL) instruction are increasingly more widespread, it is now more pertinent than ever to conduct research on Spanish linguistic variation that reveals systematicity and refutes hegemonic notions of 'incorrectness'. This variationist study examines the use and distribution of the Preterite and Imperfect…

This paper will share the design and implementation of a Zoom-mediated theatre workshop in an undergraduate advanced Spanish language course and explore how this type of activity can support the development of a range of learners' competences whilst generating virtual presence through playfulness and engagement. Our aim is twofold: to provide…

Task-based language teaching (TBLT) has been at the center of the debates on which approaches are most effective for structuring, planning, and implementing language courses. Several articles have focused on its effectiveness (Bryfonsky & McKay, 2017; Long, 2016; González-Lloret & Nielson, 2015), but few have shared specific implementation…