Linguistics and Education

Preference organization in English as a Medium of Instruction classrooms in a Turkish higher education setting

Delay in L2 interaction in video-mediated environments in the context of virtual tandem language learning

Precision: Toward a meaning-centered view of language use with English learners in the content areas

EFL learners’ attitudes toward English-medium instruction in China: The influence of sociobiographical variables

When students tackle grammatical problems: Exploring linguistic reasoning with linguistic metaconcepts in L1 grammar education

Signaling a language of possibility space: Management of a dialogic discourse modality through speculation and reasoning word usage

Are females and males equitably represented? A study of early readers

Scaffolding or side-tracking? The role of knowledge about language in content instruction

From Chungking Mansions to tertiary institution: Acculturation and language practices of an immigrant mother and her daughter

Wuli and stance in a Korean heritage language classroom: A language socialization perspective

Scaffolding analytical argumentative writing in a design class: A corpus analysis of student writing

Understanding willingness to communicate as embedded in classroom multimodal affordances: Evidence from interdisciplinary perspectives

‘You can…’: An examination of language-minoritized learners’ development of metalanguage and agency as users of academic language within a multivocal instructional approach

Navigating morality in neoliberal spaces of English language education

Taking ELF off the shelf: Developing HE students’ speaking skills through a focus on English as a lingua franca

Vocabulary explanations in beginning-level adult ESOL classroom interactions: A conversation analysis perspective

Constructing language ideologies in a multilingual, second-grade classroom: A case study of two emergent bilingual students’ language-use during eBook composing

The expression of agency by graduate teaching assistants and professors in relation to their professional obligations

Preparing for task: linguistic formats for procedural instructions in early years schooling

Lexical characteristics of written language input across primary grades: An analysis of a Dutch corpus based lexicon

“Say ‘What happened?’ in Hebrew. He does not speak Arabic!” Early language awareness as expressed in verbal and nonverbal interactions in the preschool bilingual classroom

“You ARE Immigrant…but Not Like Us”: A discourse analysis of immigrant students’ positioning of undocumented immigrants in a CLD classroom

Mode-switching in video-mediated interaction: Integrating linguistic phenomena into multimodal transcription tasks

Negotiating the terms of engagement: Humor as a resource for managing interactional trouble in after-school tutoring encounters

Possibilities of building peace through classroom discourse: A positive discourse analysis

Sacred language acquisition in superdiverse contexts

Text, talk, and stance: Nigerian and Ukrainian student presentations in English-medium classes at a Ukrainian university

Disjuncture, modality, and institutional repertoire: (De)colonizing discourses at a tribal school.

A multilevel description of textbook linguistic complexity across disciplines: Leveraging NLP to support disciplinary literacy

“We are looking forward to another great year!”: How principals’ language-in-use reflect school quality ratings in Chicago Public Schools

“We can do it together!” – But can they? How Norwegian ninth graders co-constructed content and language knowledge through peer interaction in CLIL

Negotiating voices through embodied semiosis: the co-construction of a science text

Improvising identities: Comparing cultural roles and dialogic discourse in two lessons from a US elementary classroom

A functional perspective on the challenges of teaching English tenses to speakers of other languages: The case of adult speakers of Serbian

Relocalization in digital language practices of university students in Asian peripheries: Critical awareness in a language classroom