Results 31 to 40 of about 592 (135)
Pressure to Publish Internationally: Scholarly Writing Coming to the Fore
Journal of Language and Education, 2020 JLE editors touch upon the trends and challenges arising out of the changing landscape of scholarly communication as well as two sets of major problems non-Anglophone researchers face in publishing their research in international English-language ...
Lilia Raitskaya, Elena Tikhonova
doaj +1 more source
Education Sciences, 2023 This research focuses on the dynamic mix of students at international schools, where native English speakers and English as an additional language (EAL) students study English together.
Lewis Ron Perry, Dimitrios Vlachopoulos
doaj +1 more source
Co‐Authorship in Applied Linguistics Research: Patterns and Trends, 1991–2023
International Journal of Applied Linguistics, EarlyView.Abstract It has been 18 years since Greene's featured article in Nature, The demise of the lone author. In that time, there have been enormous shifts in how educational research has been conducted, with a move towards greater teamworking, anecdotally evident from author bylines in published documents. This bibliometric study investigates patterns of co‐
William S. Pearson
wiley +1 more source
International Journal of Applied Linguistics, EarlyView.ABSTRACT Multilingual students in Anglophone universities often operate in survival mode. While translanguaging supports learning, critical gaps remain in understanding how translanguaging pedagogies transform and sustain motivation in English‐dominant contexts.
Melissa Jufenna Slamet, Julie Choi
wiley +1 more source
Using Grammar Dimensions to Transform Multilingual Teachers From Rule Repeaters to Reason Givers
TESOL Journal, Volume 17, Issue 3, September 2026.ABSTRACT This study examines a reconceptualized approach to grammar addressing fundamental gaps in multilingual teacher preparation. Traditional rule‐based training has historically prepared teachers to give prescriptive responses that shut down student inquiry rather than to reason about grammatical patterns in context.
Chris Corbel, Julie Choi, David Nunan
wiley +1 more source
Anthropology &Education Quarterly, Volume 57, Issue 3, September 2026.ABSTRACT Drawing on three ethnographic studies of secondary schools in England, this article makes a case for “socio‐technical audits”—a method combining technological walkthroughs with observations, workshops, and interviews—as part of ethnographic inquiry. A case example is presented to illustrate how the integration of socio‐technical audits enables
Louise Couceiro +2 more
wiley +1 more source
Teanga: The Journal of the Irish Association for Applied Linguistics, 2023 The discourse on English as a lingua franca (ELF) has impacted the way that English language teaching (ELT) is conceptualised, yet arguably little has changed in how English as an additional or second language (EAL/ESL) and English as a foreign language
Lacie Raymond
doaj
Literacy, Volume 60, Issue 3, September 2026.ABSTRACT Attainment‐focused policy often reduces literacy to measurable outcomes, overlooking the communicative, embodied and relational practices through which meaning is made. This paper examines how drama pedagogy can expand literacy as a collective practice that supports wellbeing, belonging and democratic participation.
Lisa Stephenson +4 more
wiley +1 more source
International Journal of Language &Communication Disorders, Volume 61, Issue 4, July/August 2026.ABSTRACT Background The proposal to involve patients and the public (Patient and Public Involvement; PPI) in research is increasingly recognised as important in research concerning speech, language, and hearing and communication difficulties. Whilst there is extensive guidance about PPI involvement by national agencies such as the National Institute of
Zhixing Yang +4 more
wiley +1 more source
Too Much Research? Rethinking Teacher Learning in an Age of Metrics and Rankings
BC TEAL JournalThe rapid pace and sheer volume of research publications in today’s academic landscape pose a significant challenge for teachers, particularly those who seek to engage with research as a form of professional learning.
Anwar Ahmed
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