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Journal articles on the topic 'Multilingual Classroom Teacher-Talk'

Author: Grafiati
Published: 9 October 2021
Last updated: 30 July 2025

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1

Budde, Christina, Margaret Marcus, Melinda Martin-Beltran, and Rebecca Silverman. "Exploring the Relationship Between Teacher and Multilingual Student Discourse During Small Group Text-Based Discussions." Language and Literacy 24, no. 2 (2022): 216–44. http://dx.doi.org/10.20360/langandlit29555.

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Few studies investigate how teacher discourse moves relate to subsequent student discourse moves in real-time small-group reading instruction with multilingual learners (MLLs). Grounded in sociocultural theory and classroom discourse research, this study examines how fourth-grade MLLs engage in reasoning discourse during text-based discussions. We argue that by examining reasoning discourse holistically - beyond speaker turns - we can capture teacher-talk moves that facilitate or constrain student reasoning. This examination illuminates discourse practices such as “procedural instruction” and
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2

Karki, Debraj. "English Medium Instruction in Multilingual Classroom of Community Schools of Nepal." Journal of NELTA Gandaki 4, no. 1-2 (2021): 109–18. http://dx.doi.org/10.3126/jong.v4i1-2.42650.

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Multilingualism and multilingual classroom are the reality of language education in Nepal. Teaching in multilingual classroom is both fascinating and challenging for teachers. The article aims at exploring how the monolingual ideology over English language teaching has created a gap between the linguistic capital of learners and the authoritative pedagogical practices of teachers. Taking case of a community school in Lalitpur district, I investigate the practices of teaching English to multilingual learners in a community school and explore pertinent issues of monolingual practices in a multil
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El Mouhayar, Rabih. "Teachers’ use of language in multilingual mathematics classrooms during trouble-spots." Avances de Investigación en Educación Matemática, no. 19 (May 2, 2021): 21–38. http://dx.doi.org/10.35763/aiem.v0i19.405.

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Mathematics teaching in a foreign language may lead to discrimination for some learners specifically during trouble-spots that require the construction of shared-understanding. This research compares teacher-learner interaction in two classrooms of Lebanon where mathematics is taught in a foreign language. Eighteen lessons were recorded and transcribed, and utterances of teacher and learners were coded at the levels of: school; session; interlocutor; language use; move and function. Quantitative analysis of language use and qualitative illustrations of representative sequences are reported. Th
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Solís, Jorge L. "Mixing Time in a Bilingual Program: When Science Time is English Time." Association of Mexican American Educators Journal 11, no. 1 (2016): 146. http://dx.doi.org/10.24974/amae.11.336.

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The setting of this study reflects a common approach for teaching science to K-5 bilingual/multilingual learners combining science time with English-only language instruction. While programs that use both languages to teach bilingual students are more effective in preparing K-5 Latin@ students in science, instruction in science in K-5 classrooms remains largely taught in English. The paper examines how a recurring classroom routine, Community Circle time, exposes the academic and behavioral expectations of a 3rd classroom composed of bilingual/multilingual students learning science. The paper
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Quasthoff, Uta, Vivien Heller, Susanne Prediger, and Kirstin Erath. "Learning in and through classroom interaction: On the convergence of language and content learning opportunities in subject-matter learning." European Journal of Applied Linguistics 10, no. 1 (2022): 57–85. http://dx.doi.org/10.1515/eujal-2020-0015.

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Abstract This study uses an interdisciplinary approach to explore the interplay of linguistic and subject-matter learning. Drawing on previous linguistic work on discourse and genre acquisition, subject-matter teaching as well as the convergence of linguistic and content learning in multilingual classrooms, the study seeks to examine the following questions: (1) How can patterns of classroom talk support or hinder the acquisition of academic discourse competence and subject-matter learning? (2) How are these two learning domains related? The analyses of 120 video-recorded mathematics and Germa
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Nag, Sonali, Gideon Arulmani, Dhir Jhingran, Jelena Mirković, Alis Oancea, and Margaret Snowling. "Adopting Quality for School Readiness (AQSR)." Topics in Language Disorders 45, no. 2 (2025): 135–56. https://doi.org/10.1097/tld.0000000000000366.

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High-quality oral language interventions support children’s readiness for formal literacy instruction, and yet guidance for multilingual classrooms is not available. To address this gap, we drew on the empirical literature on linguistically diverse learners, classroom linguistic environments, and usage-based theories to identify principles for recommended pedagogical practices. We next examined how teachers explained their oral language teaching and what they said after delivering an intervention based on recommended practice. Using a reflexive approach to qualitative interview and questionnai
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Attard Borg, Naomi. "The Role of Language in Physics Education in Bilingual and Multilingual Classrooms." Malta Journal of Education 5, no. 01 (2024): 6–30. http://dx.doi.org/10.62695/hwfs1914.

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In view of the challenges that students learning sciences in their native language face, identifying pedagogical ways to improve the performance of first-language Maltese speakers who lack adequate proficiency in the English language is crucial. This is so, as these students are faced with a double challenge; learning the language of physics and learning physics in their second language. Since language and understanding are intertwined, Maltese students need to overcome these two obstacles. This study was carried out with my own class in the form of action research. It focused on language use
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8

Palmer, Deborah. "Angela Creese: Teacher Collaboration and Talk in Multilingual Classrooms." Language Policy 7, no. 2 (2008): 183–85. http://dx.doi.org/10.1007/s10993-007-9073-4.

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9

Ewen, Claire. "Book Review: Teacher Collaboration and talk in multilingual classrooms Creese, A. Multilingual Matters Ltd: Clevedon, 2005. 217pp. Pbk £24.95. ISBN: 1-85359-821-6." Child Language Teaching and Therapy 25, no. 1 (2009): 141–43. http://dx.doi.org/10.1177/0265659009102931.

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10

Ngo, Phuong Le Hoang. "EMI programmes in Vietnamese higher education: a case study of translanguaging practices for inclusive education." Journal of English as a Lingua Franca 13, no. 1 (2024): 163–84. http://dx.doi.org/10.1515/jelf-2024-2008.

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Abstract Previous studies have discussed stakeholders’ perceptions of using first language in English-medium instruction (EMI), but only a few have examined classroom practices in Vietnam. Against this backdrop, this article focuses on lecturers’ translanguaging practices in an EMI programme where all the lecturers and students were Vietnamese. More specifically, it employs the conceptual framework of ROAD-MAPPING, proposed by Dafouz and Smit (“The ROAD-MAPPING framework: Taking stock and paving future directions for English-medium research”, in Emma Dafouz and Ute Smit (eds.), Researching Eng
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Williamson, Thea, and Aris Clemons. "Illustrating linguistic dexterity in “English mostly” spaces: how translanguaging can support academic writing in secondary ELA classrooms." English Teaching: Practice & Critique, December 29, 2022. http://dx.doi.org/10.1108/etpc-02-2022-0029.

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Purpose Little research has been done exploring the nature of multilingual students who are not categorized as English language learners (ELLs) in English language arts (ELA) classes. This study about a group of multilingual girls in an ELA class led by a monolingual white teacher aims to show how, when a teacher makes space for translanguaging practices in ELA, multilingual students disrupt norms of English only. Design/methodology/approach The authors use reconstructive discourse analysis to understand translanguaging across a variety of linguistic productions for a group of four focal stude
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Tai, Kevin W. H., and L. I. Wei. "Constructing Playful Talk through Translanguaging in English Medium Instruction Mathematics Classrooms." Applied Linguistics, November 27, 2020. http://dx.doi.org/10.1093/applin/amaa043.

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Abstract Recent studies on English-Medium-Instruction (EMI) classroom interaction have begun to look at the role of translanguaging as a pedagogical practice in supporting participants to exploit multilingual and multimodal resources to facilitate content teaching and learning. The present study contributes to this growing body of literature by focusing on playful talk in multiple languages and modalities in EMI mathematics classrooms in a secondary school in Hong Kong. Based on the data collected from a linguistic ethnography, we analyze how the teacher constructs playful talk in order to ach
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13

"Bilingual education & bilingualism." Language Teaching 38, no. 3 (2005): 150–51. http://dx.doi.org/10.1017/s0261444805262997.

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05–345Byon, Andrew Sangpil (Albany U, USA; abyon@albany.edu), Classroom assessment tools and students' affective stances: KFL classroom settings. Language and Education (Clevedon, UK) 19.3 (2005), 173–193.05–346Costa, Jennifer, Gary McPhail, Janet Smith & Maria Estela Brisk (Boston College, USA), Faculty first – the challenge of infusing the teacher education curriculum with scholarship on English language learners. Journal of Teacher Education (Thousand Oaks, CA, USA) 56.2 (2005), 104–118.05–347Gebhard, Meg (U of Massachusetts, Amherst, USA; gebhard@educ.umass.edu), School reform, hybrid
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Rowe, Lindsey W. "Interactions with new-to-teacher language resources: Supporting translingual composing in a multilingual elementary classroom." Journal of Early Childhood Literacy, August 13, 2024. http://dx.doi.org/10.1177/14687984241276315.

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Educators should support multilingual students’ translingual writing. However, it can be challenging for teachers to support students’ composing in languages that teachers do not speak. Drawing on a community translanguaging lens, this paper explores this issue by asking: How did teachers talk about and interact with language resources that were new to them while supporting translingual writing in an English-medium classroom? Data were collected using ethnographic and practitioner research methods across 1 year in one second-grade writing workshop in the U.S. Students spoke Spanish, Korean, Fr
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da Costa Cabral, Ildegrada. "From discourses about language-in-education policy to language practices in the classroom—a linguistic ethnographic study of a multi-scalar nature in Timor-Leste." Language Policy, December 16, 2020. http://dx.doi.org/10.1007/s10993-020-09563-z.

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AbstractThis article makes the case for conducting ethnographic research of a multi-scalar nature that links language policy processes and ideologies of language with everyday practices, on the ground, in local schools and classrooms. As with other researchers engaged in the ethnography of language policy (e.g. McCarty, 2011; Johnson, 2013), my concern is with the ways in which language policies in multilingual countries are translated into classroom practice, the ways teachers and school administrators understand and respond to policy changes and the ways in which communication between teache
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16

Dewaele, Jean-Marc, Beverley Costa, Louise Rolland, and Sally Cook. "Interactions and mediation between multilingual clients and their psychotherapist." Babylonia Journal of Language Education 3, no. 1 (2020). http://dx.doi.org/10.55393/babylonia.v3i1.17.

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The editors pointed out that all interactions require some degree of mediation. In other words, a common ground needs to be established on which communication can be based, and when difficulties emerge mediation will be required. In this paper, we will argue that there are contexts where the assumption of common ground is stronger or weaker depending on the training, experience and disciplinary background of those involved in the interaction. The need for mediation may thus be greater in contexts where the assumption of common ground is over-optimistic, and where the consequences of not spotti
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17

"Language teaching." Language Teaching 39, no. 4 (2006): 265–72. http://dx.doi.org/10.1017/s0261444806213855.

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06–622Al-Issa, Ali (College of Sharia and Law, Sultanate of Oman), The role of English language culture in the Omani language education system: An ideological perspective. Language, Culture and Curriculum (Multilingual Matters) 18.3 (2005), 258–270.06–623Aline, David (Kanagawa U, Japan) & Yuri Hosoda, Team teaching participation patterns of homeroom teachers in English activities classes in Japanese public elementary schools. JALT Journal (Japan Association for Language Teaching) 28.1 (2006), 5–21.06–624Arkoudis, Sophie (U Melbourne, Australia; s.arkoudis@unimelb.edu.au), Fusing pedagogic
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18

"Abstracts: Language teaching." Language Teaching 40, no. 4 (2007): 331–37. http://dx.doi.org/10.1017/s0261444807004582.

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07–508Amengual-Pizarro, Marian (U Balearic Islands, Spain), How to respond to the demands set by the communicative approach? New challenges second-language (L2) teachers face in the classroom. European Journal of Teacher Education (Routledge/Taylor & Francis) 30.1 (2007), 63–73.07–509Compton, Lily K. L. (Iowa State U, USA; lilycompton@yahoo.com), The impact of content and context on International Teaching Assistants' willingness to communicate in the language classroom. TESL-EJ (http://www.tesl-ej.org) 10.4 (2007), 20pp.07–510Goto Butler, Yuko (U Pennsylvania, USA), Factors associated with
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19

"Language teaching." Language Teaching 40, no. 1 (2007): 45–49. http://dx.doi.org/10.1017/s0261444806214113.

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07–01Arkoudis, Sophie (U Melbourne, Australia; s.arkoudis@unimelb.edu.au), Fusing pedagogic horizons: Language and content teaching in the mainstream. Linguistics and Education (Elsevier) 16.2 (2005), 173–187.07–02Barwell, Richard (U Bristol, UK; richard.barwell@bris.ac.uk), Integrating language and content: Issues from the mathematics classroom. Linguistics and Education (Elsevier) 16.2 (2005), 205–218.07–03Cheng, An Chung (U Toledo, USA) & Clara C. Mojica-Diaz, The effects of formal instruction and study abroad on improving proficiency: The case of the Spanish subjunctive. Applied Langua
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20

"Teacher collaboration and talk in multilingual classrooms." Choice Reviews Online 43, no. 07 (2006): 43–4162. http://dx.doi.org/10.5860/choice.43-4162.

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21

Cenoz, Jasone. "TEACHER COLLABORATION AND TALK IN MULTILINGUAL CLASSROOMS." Studies in Second Language Acquisition 30, no. 01 (2008). http://dx.doi.org/10.1017/s0272263108080169.

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22

"Teacher education." Language Teaching 39, no. 4 (2006): 294–304. http://dx.doi.org/10.1017/s0261444806253850.

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06–743Amador moreno, Carolina, stephanie o'riordan & angela chambers (U de Extremadura, Spain; camador@unex.es), Integrating a corpus of classroom discourse in language teacher education: The case of discourse markers. ReCALL (Cambridge University Press) 18.1 (2006), 83–104.06–744Arnold, Ewen (U Leeds, UK; mahakand@omantel.net.om), Assessing the quality of mentoring: Sinking or learning to swim?ELT Journal (Oxford University Press) 60.2 (2006), 117–124.06–745Cary, Lisa J. & Stuart Reifel (U Texas-Austin, USA), Cinematic landscapes of teaching: Lessons from a narrative of classic film,
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23

"Bilingual education & bilingualism." Language Teaching 40, no. 1 (2007): 68–79. http://dx.doi.org/10.1017/s0261444806264115.

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07–91Almaguer, Isela (The U Texas-Pan American, USA), Effects of dyad reading instruction on the reading achievement of Hispanic third-grade English language learners. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 509–526.07–92Almarza, Dario J. (U Missouri-Columbia, USA), Connecting multicultural education theories with practice: A case study of an intervention course using the realistic approach in teacher education. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 527–539.07–93Arkoudis, Sophie (U Melbourne, Austra
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"Language teaching." Language Teaching 37, no. 2 (2004): 107–18. http://dx.doi.org/10.1017/s0261444804212228.

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04–117Al-Jarf, Reima S. (King Saud U., Saudi Arabia). The effects of web-based learning on struggling EFL college writers. Foreign Language Annals (New York, USA), 37, 1 (2004), 49–57.04–118Basturkmen, Helen (University of Auckland, New Zealand; Email: h.basturkmen@auckland.ac.nz). Specificity and ESP course design. RELC Journal (Singapore), 34, 1 (2003), 48–63.04–119Basturkmen, H., Loewen, S. and Ellis, R. (U. of Auckland, New Zealand Email: h.basturkmen@auckland.ac.nz). Teachers' stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics (Oxford, UK), 25
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Routarinne, Sara, Pilvi Heinonen, Ulla Karvonen, Liisa Tainio, and Maria Ahlholm. "Touch in achieving a pedagogically relevant focus in classrooms." Social Interaction. Video-Based Studies of Human Sociality 3, no. 1 (2020). http://dx.doi.org/10.7146/si.v3i1.120281.

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This article focuses on touch, talk and embodied resources as a means of directing participants’ attention to a focal point in a pedagogical task. The data are drawn from a corpus of approximately 150 hours of video-recorded lessons from primary and lower secondary classrooms in monolingual and multilingual settings in Finland. The data were scanned for episodes of touch that occurred between teachers and students in relation to an ongoing pedagogical agenda. Using multimodal conversation analysis, we identified a complex multimodal gestalt (CMG; Mondada 2014a) consisting of touch followed by
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"Teacher education." Language Teaching 39, no. 3 (2006): 212–16. http://dx.doi.org/10.1017/s0261444806253692.

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06–521Barbera, Michele (Munich, Germany; barbera@netseven.it), The HyperLearning Project: Towards a distributed and semantically structured e-research and e-learning platform. Literary and Linguistic Computing (Oxford University Press) 21.1 (2006), 77–82.06–522Bean, Wendy, STELLA: Professional Learning Pilot Project. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.1 (2006), 79–86.06–523Commins, Nancy L. & Ofelia B. Miramontes (U Colorado-Boulder, USA), Addressing linguistic diversity from the outset. Journal of Teacher Education (Sage) 57.3 (2006
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-, BALJEET KAUR VIRDI. "Review of Research on the Constructivist Approach." International Journal For Multidisciplinary Research 6, no. 3 (2024). http://dx.doi.org/10.36948/ijfmr.2024.v06i03.22051.

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Today’s world teaching-learning process is taking various new dimensions. Many researches concerning English teaching and learning as a foreign language in India are responsible for major shifts in language teacher education. As we know English provides access to knowledge, power, and material possessions, it is known as the language of opportunities. Whether we talk about India or the world, English is used to exchange ideas and concepts. Therefore, command over the English language is considered to be the most important determinant of access to employment possibilities and higher education,
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