(Re)Defining language pedagogy activity: A sociomaterialist perspective
The Modern Language Journal, Volume 110, Issue 2, Page 596-630, Summer 2026.Abstract Language pedagogy activity (LPA) is central to the functioning of language classrooms worldwide, and this article (re)defines LPA. While prevailing applied linguistics conceptualizations of “activity” are often theoretical and anthropocentric, our definition of LPA is empirically supported and foregrounds material agency.
Anne Marie Guerrettaz +3 more
wiley +1 more source
Teaching Spanish as a Foreign Language to students with Autism Spectrum Disorder
Quintú Quimün, 2020 The objective of this article is to address the teaching of Spanish as a foreign language (SFL) to students diagnosed with Autism Spectrum Disorder (ASD) in high school.
María Laura Grosso
doaj
Teaching to Learn ~ Learning to Teach Classroom Research Tools for Second Language Learning: A Case Study Based on English as a Foreign Language (EFL) and Spanish as a Foreign Language (SFL) in a Secondary School and a University in Ontario, Canada [PDF]
, 2019 ESP
openaire +3 more sources
Yakudoku: The Japanese Approach to Foreign Language Study [PDF]
, 1982 The teaching of English as a foreign language is often greatly influenced by the sociolinguistic environment of the country in which English is taught. In many countries, English is taught in accordance with indigenous educational traditions.
Hino, Nobuyuki
core +1 more source
Comparative Analysis of Cognates in Two Datasets in Spanish Teaching in China
Cuadernos de Lingüística HispánicaThis paper aims to conduct a comparative study of two glossary compilations between two programs of Spanish as a Foreign Language (SFL) teaching in China, through statistical analysis and a survey of familiarity with cognates among ELE students in China.
Chen Hao, Yang Ming
doaj +1 more source
Use, Attitude, and Motivation in Foreign Language Acquisition [PDF]
, 1988 This paper focuses on two important issues in foreign language learning and teaching: the use of the foreign language outside the classroom and motivation and attitude.
Day, Richard, Iida, Masako
core +1 more source
Marginalization of Local Varieties in the L2 Classroom: The Case of U.S. Spanish
L2 Journal, 2018 The United States is one of the world’s most populous Hispanophone countries, with over 35 million Spanish-speakers. In addition, Spanish is the most widely taught foreign language in the United States, with more students enrolled in Spanish at the ...
Katharine E. Burns
doaj
Revista de Filología y Lingüística de la Universidad de Costa Rica, 2004 En este trabajo se desarrollan algunas estrategias metodológicas para la enseñanza de la oración de relativo en español como segunda lengua. Su objetivo principal es brindarle al profesor de español la aplicación de una estrategia metodológica a la luz ...
Flor Garita Hernández
doaj +1 more source
Using a genre‐based approach to teach writing to elementary ESL students: A boon or a barrier?
TESOL Journal, Volume 15, Issue 4, December 2024.Abstract A genre‐based approach to second language (L2) writing instruction has received traction due to its impact on helping L2 students improve their writing skills. This approach to teaching writing is particularly useful for young English language learners (ELLs), as it simultaneously focuses on their English language and writing skills ...
Aicha Zohbie, Subrata Bhowmik
wiley +1 more source
Exploring Children's L2 Disciplinary Literacy Through a Multimodal Science Project in a CLIL Context
TESOL Quarterly, Volume 58, Issue 2, Page 628-663, June 2024.Abstract This study explores the ways in which young second language learners in an intact fourth‐grade content and language integrated (CLIL) science class drew on the affordances of multiple semiotic resources including language, images, sound, movement, etc., to construct disciplinary knowledge in the context of a multimodal project on machines ...
Yvette Coyle, Julio Roca de Larios
wiley +1 more source