The last two decades have seen a significant amount of interest in bilingual language learning and processing. A number of computational models have also been developed to account for bilingualism, with varying degrees of success. In this article, we first briefly introduce the significance of computational approaches to bilingual language…

Open research practices are relevant to all stages of research, from conceptualization through dissemination. Here, we discuss key facets of open research, highlighting its rationales, infrastructures, behaviors, and challenges. Part I conceptualizes open research and its rationales. Part II identifies challenges such as the speed and cost of open…

The past decades have seen an explosion of research using electrophysiological or neuroimaging techniques for studying the neurocognitive underpinnings of second language (L2) processing. Although this field has a shorter history than does research on language learning more generally, important insights into the neurocognitive basis of L2…

Conceptualizations of competence that permeate applied linguistics systematically fail to account for the role of racialization in language learning and assessments thereof. To interrogate the racialization of linguistic competence, we first examine its discursive emergence in conjunction with the ideological construction of linguistic homogeneity…

In this article Catherine Ousselin describes a number of digital tools that can be used with middle and high school learners but with few modifications for beginning readers and technology users, can be used to generate thoughtful experiences and assessments at any level. The information presented aims to help teachers who want to use more…

Current thinking within education circles suggests that if students are not engaged in class discussions they might not be learning. And if they are not learning--students and teachers--are wasting their time. The Teacher Effectiveness in Language Learning (TELL) Project spells out within its planning domain that teachers should plan lessons…

In this brief article, elementary Spanish teacher, Dorie Perugini describes a classroom project that not only enabled students to explore their own culture and cultures around the world, but motivated them to create a beautiful piece of art. Like most elementary language teachers, Perugini needed to teach her class about food. While planning her…

This article presents a question and answer session in which Paula Garrett-Rucks discusses how creativity and kinesthetics motivate young language learners, the type of characteristics she might consider for different age groups in planning lessons, her views on the goals of world language teachers of young learners, and what a typical lesson…

Imagination, creation, and innovation are three powerful words that present many possibilities in the world language classroom. When learners can see themselves as language users, they take ownership of their learning experience and become more invested in and engaged with the topic being studied. This heightened sense of investment in turn leads…

The connection between teachers' identities and their influence on creative teaching can be found in literature on identity negotiation theory (Norton) and relationship between teachers' understanding of themselves, knowledge, and teaching practice (Johnson and Golombek). Informed by the relevant literature, this qualitative inquiry explores two…

For years, research has shown that language learning at an early age has great benefits. Most recently, a May 2015 study published in "Science Daily" suggests that exposure to multiple languages in childhood produces better communicators ("Children exposed to multiple languages"). A 2014 study in Singapore showed that infants…

The interactionist hypothesis holds that conversational interaction facilitates second language (L2) learning by providing learners opportunities to receive meaningful input, modify their output, and attend to language form. Although research has often explored the efficacy of different types of L2 instruction (deductive or inductive), few studies…

Situated within Sociocultural theory (SCT), this article analyzed an existing data set (Toth, 2021a, 2021b, 2021c, available at https://www.iris-database.org) to investigate learners' development through participation in a dialogic approach to grammar instruction called PACE. The target of instruction was the Spanish pronominal clitic…

This study investigated classroom interaction through the framework of "stancetaking" (Du Bois, 2007) to understand how Spanish second language (L2) learners positioned themselves when participating in communicative language learning activities. Data came from transcribed audio and video recordings of three 90-minute lessons in one…

Stern (1983) reminds us of the ethical reasons for doing second language (L2) research. That is, given the considerable human and financial investments that go into language education, the practical activities of teaching "should not exclusively rely on tradition, opinion, or trial-and-error but should be able to draw on rational enquiry,…