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Fielden Burns, Laura V.; Martínez Agudo, Juan de Dios – TESL-EJ, 2023
This research investigated six established areas for quality (Ortega-Martín et al., 2018) in the implementation of CLIL programmes in a Spanish monolingual autonomous community from the perspective of its teachers, in particular focusing on possible differences of opinion between content and English language teachers, an understudied area. Both…
Descriptors: Language Teachers, Teacher Attitudes, English (Second Language), Second Language Learning
Machata, Marianna – TESL-EJ, 2023
The paper investigates a Hungarian-English bilingual child's Sarah's second language acquisition (SLA) with a special focus on how she integrated English (L2) into her speech to convey the intended meaning and negotiate the multiple identities she developed in her bilingualism in various social contexts. An ethnographic single-case study research…
Descriptors: Case Studies, Hungarian, Ethnography, Bilingualism
Ziaabadi, Fariba; Karimi, Mohammad N.; Hashemi, Mohammad R. – TESL-EJ, 2023
Despite English teachers' acknowledgement of the plurality of English and the emergence of different varieties of the language, the actual manifestations of this plurality and the associated principles do not seem to be equally embraced in their classroom approach. Against this background, this study investigated Iranian English teachers'…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers
Rintaro Sato – TESL-EJ, 2023
Maximizing English as a foreign language (EFL) students' use of their second language (L2), minimizing native language (L1) can help them to develop L2 proficiency. In the monolingual approach, the exclusion of L1 is preferred. However, students' use of their first language (L1) in code-switching or translanguaging can be advantageous. This study…
Descriptors: Foreign Countries, Code Switching (Language), English (Second Language), Second Language Learning
Pontier, Ryan W. – TESL-EJ, 2022
The population of emergent bilingual students in the United States is growing rapidly, requiring that teachers be prepared to provide them an effective education. Inadequate preparation of teachers to work with these students indicates the need to revise the ways that teacher education programs address this issue (Palmer & Martínez, 2013),…
Descriptors: Code Switching (Language), Bilingualism, Second Language Learning, Second Language Instruction
Nagao, Akiko – TESL-EJ, 2022
This mixed-methods study explored the effects of employing a genre-based approach (GBA) to descriptive report writing on the understanding of text structure and ideational, interpersonal and textual meanings among Japanese university students of English as a Foreign Language (EFL) over a 15-week course divided into three units. Applied within a…
Descriptors: Writing Instruction, Literary Genres, English (Second Language), Second Language Learning
Fang, Fan; Xu, Yidie – TESL-EJ, 2022
This conceptual paper aims to review some commonalities between two paradigms: Global Englishes and translanguaging. It does so by considering the postcolonial varieties of English, the challenge of native speakerism ideology and the inclusion of multiple discursive practices in classroom discourse. This paper argues that both paradigms should be…
Descriptors: Code Switching (Language), Global Approach, Second Language Learning, Second Language Instruction
Kim, Grace Jue Yeon; Weng, Zhenjie – TESL-EJ, 2022
This systematic review analyzes 20 empirical articles on translanguaging (TL) pedagogies in ESL and EFL contexts. The review is guided by the following questions: "(1) How is TL implemented across different teaching contexts? (2) What are the identified benefits and challenges in the implementation of TL in TESOL? (3) What are the identified…
Descriptors: Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction
Jang, Jinsil – TESL-EJ, 2022
With the increase in linguistic and cultural diversity in South Korea, the landscape of English education in Korean classrooms has been changing. This has led to an increased need to explore the language and literacy practices of the emergent multilingual youth in Korea where one (official) language (Korean) has been predominantly used as the…
Descriptors: Code Switching (Language), Cultural Pluralism, Multilingualism, English (Second Language)
Yigitbilek, Demet – TESL-EJ, 2022
Deficiency-oriented attitudes are still common occurrences despite growing emphasis on linguistic and cultural diversity. Promoting inclusivity in learning, Herrera (2016) proposed "biography-driven instruction" emphasizing the power of students' assets. Though her work was intended for young learners' biliteracy, I argue that the tenets…
Descriptors: Code Switching (Language), Language Usage, Native Language, Second Language Learning
Jones, Marc; Blume, Carolyn – TESL-EJ, 2022
ELT materials tend to use prestige variety speakers as models, an underlying assumption being that this is needed in order to acquire the phonology necessary to parse English speech (Rose & Galloway, 2019). Global Englishes Language Teaching (GELT) (Galloway & Rose, 2018) provides the potential for movement away from such 'native speaker'…
Descriptors: Second Language Learning, Second Language Instruction, Phonemes, Language Variation
Mackinney, Erin – TESL-EJ, 2022
This article explores the translanguaging practices of five middle-school emergent bilinguals in mathematics. Situated in a Spanish-English dual language school in Miami, Florida, this ethnographic case study utilized student shadowing as the principal method of data collection. Data sources included six months of classroom observations, students'…
Descriptors: Mathematics Instruction, Teaching Methods, English (Second Language), Second Language Learning
Aoyama, Ryosuke; Denton, Lucas – TESL-EJ, 2022
This paper reports on teacher research which explored the practicality and potential of World Englishes (WE)-informed pedagogy in the Japanese secondary education context. Based on qualitative data from written reflections and post-unit individual interviews with seven high school students in Japan, this paper presents students' perceptions of the…
Descriptors: Language Variation, English (Second Language), Second Language Learning, Second Language Instruction
Kim, Sung-Yeon; Kim, Kyung-Sook – TESL-EJ, 2022
Reading-integrated writing is known as an effective approach to teaching and learning vocabulary as it allows students to transfer vocabulary from a source text to writing. This study examines whether vocabulary transfer from an input text to writing varies according to the two types of tasks: essay writing and synchronous text chat. One hundred…
Descriptors: Vocabulary Development, Learning Processes, Word Lists, Transfer of Training
Hosseinpur, Rasoul Mohammad; Pour, Hossein Hosseini – TESL-EJ, 2022
A compelling body of evidence suggests that EFL students have problem with logical connectors' appropriate use in writing. This study explored Iranian EFL students' adversative connectors use in their essay writing course. To this end, a Learner Corpus of 60393 words consisting of 156 essays was compiled. LOCNESS was chosen as the criterion…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Native Language