Results 41 to 50 of about 1,571 (182)
International Journal of Applied Linguistics, EarlyView.ABSTRACT Second language acquisition research has largely emphasized language development, often overlooking language maintenance following international mobility. Addressing this gap, the present longitudinal mixed‐methods study examined oral proficiency maintenance among foreign language (FL) learners 9 months after returning from residence abroad ...
Yunjung (Yunie) Ku
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Vocabulary Strategy Instruction in the Argentine EFL Context: Teachers’ Perspectives and Practices
International Journal of Applied Linguistics, EarlyView.ABSTRACT Despite extensive research on vocabulary strategy instruction (VSI), little has been known about teachers’ perspectives on how it is understood and implemented in practice. This study investigated Argentinian EFL teachers’ priorities in vocabulary instruction, their perceived knowledge of learner strategies for spoken vocabulary, and factors ...
Isobel Kai‐Hui Wang, Andrew D. Cohen
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Code-Switching in CLIL: the Students’ Perception
Educazione Linguistica Language Education, 2018 The aim of the present study is to investigate the nature of code-switching in Content and Language Integrated Learning (CLIL) classes from the students’ point of view.
Zanoni, Francesca
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Beyond Access: A Systematic Review of Turkish Language Education for Migrant Learners in Türkiye
International Journal of Applied Linguistics, EarlyView.ABSTRACT Focusing on Turkish as a second language (L2) education among migrant learners in Türkiye, this systematic review examines how empirical research has conceptualized the pedagogical, institutional, affective, and social conditions shaping Turkish language education between 2014 and 2025.
Ayşegül Sefer Aktaş
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Contextes et Didactiques, 2020 Interested by the question of the developpement of teachers’ skills, we will present an in-service training designed for CLIL teachers. We will build our analysis by refering to studies developped both in the field of CLIL teaching and of teachers ...
Myriam Abou-Samra
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Creating a multilingual assessment ecology in the classroom
TESOL Quarterly, Volume 60, Issue 3, Page 1471-1501, September 2026.Abstract Addressing the educational needs of bi/multilingual students in K‐12 classrooms, this study explores teachers' engagement with multilingualism in assessment practice. Drawing on fieldwork conducted with language and mathematics teachers in Ontario, Canada, the study generates empirical insight into teachers' development and use of multilingual
Saskia Van Viegen, Nancy Bell, Noah Khan
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Spanish‐Speaking Secondary Students Reading and Spelling in English as a Foreign Language
European Journal of Education, Volume 61, Issue 3, September 2026.ABSTRACT Proficiency in English reading and spelling is essential, as many professional environments require both spoken and written skills. Literacy development in English as a foreign language poses challenges for learners whose first language is transparent, such as Spanish, due to the complexity and inconsistency of English orthography.
Paz Suárez‐Coalla +3 more
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To Be Or Not to Be: An Overview of Clil Implementation in Lithuania
Darnioji daugiakalbystė, 2019 CLIL (Content and Language Integrated Learning), as an approach to bilingual education in which both content and a foreign language are taught together, started to be employed in secondary schools of Lithuania more than a decade ago; however, there still
Verikaitė-Gaigalienė Daiva +1 more
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Intersectionality as Curricular Infrastructure in Language Teacher Education
European Journal of Education, Volume 61, Issue 3, September 2026.ABSTRACT The aim of this conceptual‐reflective article is to discuss how we could (re)imagine language teacher education (LTE) for challenging contexts by adopting social justice as a philosophy of education and the notion of intersectionality as a framework to inform LTE.
Darío Luis Banegas, Veronico N. Tarrayo
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Latin American Journal of Content and Language Integrated Learning, 2016 In 2011, Taiwan’s Ministry of Education conducted a national-scale appraisal of 92CLIL programmes. However, we lack an effective model for examining by preciselyhow much improvement in the quality of the CLIL programmes will rise asa consequence of the ...
Wenhsien Yang
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