Language skills - Second language

Interactive competence in English-language mathematics classrooms: Creating a technology-mediated translanguage space (2023). Learning and Instruction (UK, Q1)
Background: Research on second language classrooms has explored how teachers demonstrate their interactive competence in the classroom (ICC). CIC focuses on teachers' ability to use appropriate language to mediate student learning and promote learning opportunities. Research on translanguaging has highlighted how teachers and students mobilize diverse multilingual, multimodal, and spatial repertoires to collectively construct meaning in classroom interactions. Objectives and samples: Based on a larger linguistic ethnographic project in an English-medium secondary mathematics classroom in Hong Kong, this article adopts a case study approach to examine how the teacher's use of the iPad expands their option to use different multimodal repertoires to mediate and support students' academic language and mathematical knowledge learning. Methods: Multimodal Conversation Analysis is used to analyze classroom interaction data and is triangulated with video-regulation-stimulation interviews analyzed using Interpretive Phenomenological Analysis. Results: The results clearly show that the construction of a technology-mediated space demonstrates the CIC of the English-Medio teacher, who takes advantage of the semiotic repertoires available on the iPad to achieve their pedagogical objectives. Conclusions: I argue that the notion of CIC can be conceptualized by adopting translanguage as an analytical perspective, which highlights the teacher's ability to orchestrate technological possibilities in order to create an interactive space for student learning. This conceptualization reinforces the need for teachers to draw on a wide range of multilingual, multimodal, and technological repertoires to create a learning environment that fosters interaction and academic and linguistic learning in English as a foreign language classrooms.

Learning from academic video with subtitles: When foreign language proficiency matters (2024). Learning and Instruction (United Kingdom, Q1)
Background: Previous multimedia research suggests that learning from academic video in a foreign language may represent a boundary condition for the redundancy principle, such that subtitles aid learning, especially for learners with low proficiency. Objective: The effects of the language of the subtitles and the students' level of foreign language proficiency, as well as any interaction between the two, on the learning of a subtitled video were examined. Sample and methods: In an online study, 131 French-speaking students assigned to three levels of English proficiency studied a video lesson under three conditions: English subtitles (same as the audio), French subtitles, or no subtitles (control). They were then asked to provide subjective ratings (cognitive load and interest) and perform comprehension tasks. Results: No main effect of condition or interactions were found on any measure. However, there was a main effect of language proficiency on inference and transfer outcomes, as well as on foreign cognitive load. Conclusion: The results provided no evidence of any effect of same-language or mother-tongue subtitles, but they confirm the main role of foreign language proficiency in learning content from foreign-language videos.

A critical review of the role of texts in promoting intercultural communicative competence in the English classroom (2021). Educational Research Review (United Kingdom, Q1)
This review describes and critically evaluates 36 empirical studies on English language teaching (ELT), focusing on the role of texts and activities in intercultural learning. The rationale for this review is the need for theory-based recommendations for English language (EL) teachers and researchers on text selection and activity design for intercultural learning. It is based on the principles of Critical Interpretive Synthesis (CIS), and studies were collected from systematic searches of databases, supplemented by manual searches of relevant journals. The results show that fiction texts are used more and their use is more justified than non-fiction texts. Greater attention is also paid to dialogic and learner-centered activities, and less attention to experiential teaching. It is argued that knowledge of the possibilities offered by different types of text can help teachers to mediate the intercultural learning of EL learners, and a greater variety of research and teaching approaches is recommended to identify intercultural learning processes. In addition, the review calls for more research on intercultural learning in primary and secondary ELT.

Social robots for language learning: a review (2018). Review of Educational Research (United States, Q1)
In recent years, robots have been increasingly implemented as tutors in first and second language education. The field of robot-assisted language learning (RALL) is developing rapidly. Studies targeting different languages, age groups, and aspects of language and using different robots and methodologies have been published. This review presents an overview of the results obtained so far in RALL research and discusses the current possibilities and limitations of using social robots for first and second language learning. Thirty-three studies in which vocabulary, reading skills, speaking skills, grammar, and sign language were taught are analyzed. In addition to providing information on the learning gains achieved in RALL situations, these studies raise more general questions regarding student motivation and the social behavior of robots in learning situations. This review concludes with directions for future research on the use of social robots in language education.

Principles of indigenous pedagogy and education as a basis for implementing bilingual intercultural education (2023). International Journal of Education for Social Justice (Spain, Q1)
The article discusses the principles of indigenous pedagogy and education for implementing intercultural bilingual education as a link between school knowledge and Mapuche knowledge in the case of La Araucanía, Chile. The methodology is a theoretical review of normative, scientific, and scientific dissemination literature at the national and international levels. Content analysis is used to reveal abstract content nuclei, both explicit and implicit, with the aim of understanding the practices that limit and/or enable the incorporation of the principles of indigenous pedagogy and education in school education. The main results show that in colonized territories there is a base of indigenous knowledge and wisdom that would allow for the mainstreaming of indigenous pedagogy and education in school education, in order to offer an intercultural education that favors the revitalization of the sociocultural identity of indigenous and non-indigenous children, making visible the existence of epistemological pluralism in indigenous territories. We conclude that it is urgent to incorporate the principles of indigenous pedagogy and education into school education.

Teaching and learning approaches incorporated into language education: a review of mixed studies (2022). Educational Research Review (United Kingdom, Q1)
The notion of embodied learning has gained traction in the educational sciences over the past decade and has reached language teaching, with researchers recognizing language learning as an embodied process. This review of mixed studies adds to and reviews empirical research published between 1990 and 2020 that uses embodied learning approaches in language teaching. The review focuses on embodied approaches in first, second, and foreign language learning and teaching at various educational levels. It covers 41 empirical studies, with a majority published between 2019 and 2020, suggesting that the research area is growing rapidly. The results show that the studies align with two strands: (1) embodied learning through the orchestration of embodied language learning and teaching, and (2) embodied learning in naturally occurring language learning interactions. The review identifies several embodied learning activities and presents how they contribute to language learning and teaching in different ways. The review proposes an understanding of embodied language learning that holds the potential to engage students holistically, while fostering language learning skills and adding emotional and motivational benefits to language learning.