This paper presents an analysis of teachers' questions and students' responses in content and language integrated learning (CLIL) classes of history. Through the combined application of genre theory and a typology of CLIL teacher academic questions, the study aims at contributing to the understanding of how CLIL students use the foreign…

Many in the field of language policy have called for studies that connect policy texts at the macro level with their interpretations in districts, schools, and classrooms at the micro level. The purpose of this study is to trace Washington's educational language policy through the layers of interpretation to educational practice to see how…

Although the concept of agency has received a lot of interest in recent educational research, its significance in language learning biographies as well as contextual and relational aspects of learner agency are still little studied. This paper aims at a more thorough understanding of agency by studying student teachers' previous language…

This paper proposes a personalised instructional strategy, "student-selected vocabulary," to facilitate secondary school students' vocabulary building. It then reports how this personalised instructional strategy was implemented and evaluated through a teacher-led intervention study of 57 low-achieving Hong Kong secondary school…

The transmission and dissemination of knowledge in Aboriginal societies for the most part occurs orally in an Aboriginal language or in Aboriginal English. However, whilst support is given to speaking skills in Indigenous communities, in our education system less emphasis is given to developing equivalent oral communicative competence in Standard…

This article focuses on the pedagogical beliefs, practices and ideological assumptions of 15 teachers who work with mother tongue instruction in Sweden. Despite support through provisions in Swedish laws, mother tongue instruction is clearly a marginalized subject, not least due to its non-mandatory status, the limited time allocated for it and…

This paper is an analysis of the strengths and weaknesses of the grammatical description and advice contained in the new National Curriculum documentation from 2013, focusing on key stages 1 and 2. It builds on previous analyses of deficiencies in the systems of grammar and the materials in earlier incarnations of the National Curriculum. It…

This article is the guest editors' introduction to the special issue "Language in Epistemic Access: Mobilising Multilingualism and Literacy Development for More Equitable Education in South Africa". The issue offers complementary perspectives on improving epistemic access for all learners but especially those whose home language…

This paper reports on an investigation into the efficacy of a teacher preparation programme that introduced the teaching of African languages to speakers of other African languages in order to produce multi-competent and multi-vocal teachers. A mixed method approach was used to elicit from a pool of 60 (30 experimental; 30 control group)…

This paper reports on the classroom languaging practices of a group of science teachers in rural and township schools in South Africa where the majority of learners learn through the medium of English, despite the fact that it is the home language of only a small minority; and learners' poor English proficiency frequently restricts their…

Twenty years after democracy, the legacy of apartheid and hitherto unmet challenges of resourcing and teacher development are reflected in a severely inequitable and underperforming education system. This paper focuses on second language writing in the middle years of schooling when 80% of learners face a double challenge: to move from…

This chapter addresses the issue of pedagogy and bilingual/multilingual education: how best to match teaching-and-learning approaches to the literacy development needs of students in multilingual educational settings. More specifically, it makes the case for what is known as the "Sydney school" genre-based literacy development approach.…

The authors of papers in this special issue are in agreement that if schools are to reverse underachievement among rural and township students in the South African context the instructional space must be expanded to include students' and teachers' multilingual repertoires together with a focus on explicitly demystifying how academic…

This paper draws attention to the central concern of authors in this issue, which is to offer translanguaging and genre theory as two promising pedagogical responses to education systems characterised by linguistic as well as socio-economic diversity. It also draws attention to the agency of teachers in the processes of engaging with the…

Dialogic theories and practices in education have grown over the last decade; in the United Kingdom, however, most research in the field has been carried out in primary schools. Six leading academic researchers in the field are interviewed to explore the reasons for this primary bias to date, and their perceptions of both the difficulties and the…