Critical language awareness offers one approach to communal "justicing," an iterative and collective process that can address inequities in the disciplinary infrastructure of Writing Studies. We demonstrate justicing in the field's pasts, policies, and publications; offer a model of communal revision; and invite readers to become agents…

Purpose: The purpose of this study was to investigate the effects of word-related factors (i.e. frequency, range, dispersion and cognateness) on first-language English (L1E) readers' (n = 20) and second-language English (L2E) readers' (n = 20) incidental acquisition of vocabulary through the reading of an authentic novel.…

The pedagogies that are currently being put forward within a broad multilingual paradigm in languages education endorse the general principle that learning is a collaborative and dialogic process engaging learners and teachers as partners that bring diverse linguistic, cultural and other knowledge into the classroom. The plurilingual approach to…

The present research sought to explore the combined contribution of input flooding, visual input enhancement, and consciousness-raising tasks on noticing and intake of the present perfect tense among Iranian EFL learners. Using a nonrandomized control group pretest-posttest design, the researchers attempted to see if instruction could enhance the…

This study examines the multidialectal (i.e. diglossic) practices in the sociolinguistic repertoire of speech productions of 28 L2 Arabic learners who went through training using the integrated approach to learn two varieties of Arabic at the same time: Modern Standard Arabic (MSA) and Levantine Arabic. Specifically, the study investigated…

This article is on pedagogical translanguaging, understood as planned instructional strategies used with a pedagogical purpose in a multilingual educational context. The paper reports a study on cognate identification and cognate awareness carried out in a multilingual primary school. The study aims at analyzing whether the identification of…

This dissertation examines how L2 Japanese speaker international students experience their subjectivity (Harre & Gillett, 1994), that is, how their language use and actions convey their thoughts and feelings, their sense of self, and how they relate to the world around them, in casual conversations with L1 Japanese speaker peers. In order to…

This article drew on the recent dynamic, distributed view of "translanguaging and flows" and the New Materiality view of meaning making to explore content and language integrated learning (CLIL) activities in an English-Medium-Instruction (EMI) secondary Science classroom. Fine-grained analysis of the multilingual and multimodal…

Over the years, a sweeping interest in translanguaging practices and corrective feedback (CF) in parallel has received momentum in instructed SLA research. Whereas previous CF studies focused on CF interactions and factors affecting L2 learning, this study examined how translanguaging intertwined with CF in Arabic as a Heritage Language learning…

This study examined whether vocabulary knowledge is sufficient for second language (L2) word-meaning inferencing. Specifically, it investigated the role of the learner's sensitivity to a word's morphological structure (referred to 'morphological awareness' or 'MA' hereafter) as additional support that enhances multi-character word-meaning…

This collaborative research project developed out of an undergraduate German class in an abroad context, which had the goal of assisting students in maximizing their experience through awareness-raising activities including action research. Here we focus on the collaborative action research projects conducted by the students. Each of the five…

We argue that language awareness and discourse analytical skills should be part of business communication curricula. To this end, we propose a three-step analytical model drawing on organizational and critical discourse studies, and approaches from systemic-functional linguistics, to explore agency and action in business communication. Focusing on…

In general, teacher educators are considered to be educational specialists whose main task is to communicate content-based concepts to prospective teachers. However, unfortunately, most studies on teacher professional development overlook this specific language-oriented aspect of content-based teaching. Therefore, we address the aforementioned…

The authors detail word-learning strategies from a small-scale early reading intervention for first graders (N = 3) focused on Greek and Latin roots in science-based informational texts. Educators can provide explicit instruction to support student awareness of word structures in content-specific vocabulary, and this instruction can be adapted to…

The modern system of national education, developing in the competence paradigm, puts on the agenda the need to form students' communicative skills that belong to the category of critical competencies of a meta-subject nature. The article discusses the methodological features and pedagogical conditions for forming meta-subject skills of…