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Code-blending is the simultaneous expression of utterances using both a sign language and a spoken language. We expect that like code-switching, code-blending is linguistically constrained and thus we investigate two hypothesized constraints using an acceptability judgment task. Participants rated the acceptability of code-blended utterances designed to be consistent or inconsistent with these hypothesized

We investigated which objective language proficiency tests best predict the language dominance, balance, English and Spanish proficiency scores relative to Oral Proficiency Interview (OPI) scores (averaged across 5–6 raters). Eighty Spanish–English bilinguals completed OPIs, picture naming, semantic and letter fluency, lexical decision tests and a language history questionnaire. Except for letter fluency

Graded readers (GRs) are a popular language-learning resource, as they provide contextualized input adapted to any level. Still, their creation process is non-systematic and their quantity is limited. This article investigates, firstly, the progression of linguistic complexity in a series of Spanish GRs of consecutive levels, and secondly, whether literary works (LWs) targeted at specific age groups

Notwithstanding the wide consensus that English-medium instruction (EMI) in European higher education has grown explosively since the turn of the century (W?chter, B., and Maiworm, F. 2014. English-taught programmes in European higher education: The state of play in 2014. Bonn: Lemmens), there has been little research which addresses issues related to operationalizing EMI, nor has a pan-European update

Despite the central role of language teacher educators (LTEs) in contributing to the development of language teachers in higher education and non-higher education contexts, there is a lack of theoretical and empirical work on their professional lives. One such area that remains largely unexplored concerns the psychology of LTEs. This paper argues for the need to embrace a research program that systematically

We investigate the processing of scalar inferences in first language (L1) and second language (L2). Expanding beyond the common focus on the scalar inference from ‘some’ to ‘not all’, we examine six scalar expressions: ‘low’, ‘scarce’, ‘might’, ‘some’, ‘most’ and ‘try’. An online sentence-picture verification task was used to measure the frequency and time course of scalar inferences for these expressions

Language learner attitudes have been linked to motivation, willingness to communicate, and attainment in second language (L2) learning research. Yet, explorations of learner attitudes remain scarce, especially concerning learners’ perspectives on the language instruction they receive in schools. To contribute to a more complete picture of L2 English instruction, we gathered data from 2,721 adolescent

This study investigates cross-linguistic influence in bilingual children, examining whether activation of a bilingual’s other language or a structure from that language leads to differences in the magnitude of cross-linguistic influence. We triangulate evidence from both across-language and within-language priming experiments conducted with 36 Italian–Greek bilingual children aged 7 to 11. We designed

This study explores how sentiment analysis, a natural language processing technique, can help to assess the accuracy of interpreting learners’ renditions. The data was obtained from a corpus consisting of 22 interpreting learners’ performance over a training period of 11 weeks and comparable professional interpreters’ performance used as a reference. The sentiment scores of learners’ output were calculated

Artificial Intelligence (AI) tools are reshaping academic writing, yet their impact on disciplinary voice in writing for publication remains underexplored. This study examines the integration of AI in a writing-for-publication course, using a pedagogical framework that emphasizes human-human interaction to develop feedback-seeking strategies. Fifty-five linguistically and disciplinarily diverse doctoral

Language is a fundamental part of students’ culture and identity, significantly impacting their academic experiences. Minoritized students often face linguistic discrimination through prescriptive ideologies or deficit views of their linguistic abilities. Latinx students, particularly, may encounter negative ideologies that undermine their bilingualism portraying them as incapable of speaking either

This study explored the role of dinner table conversations in language socialization within three Chinese immigrant families in the U.S., examining how these interactions shape linguistic competence and cultural transmission. Analysis of audio recordings revealed that children in these families actively participated in language socialization, with older children playing a key role in socializing younger

This study explores how word frequency affects verb‐mediated prediction in L1 and L2 speakers, using a visual‐world eye‐tracking task. By manipulating frequency of nouns within subjects (higher; lower) and type of verbs used as predictive cues (semantically restrictive; neutral) in sentences (e.g., The {doctor/surgeon} {opened/moved} the box), we investigated the impact of frequency of early‐processed

This review on English language teaching (ELT) in Singapore examines 159 empirical research studies published between 2017 and 2023 in both internationally recognised peer-reviewed journals and less well-known regional journals. With this comprehensive review, we aim to raise awareness of ELT research in Singapore for international, regional, and local readership. This will also serve as a starting

We examined the morphosyntactic prediction ability of child heritage speakers and the role of reading skills and language experience in predictive processing. Using visual world eye-tracking, we focused on predictive use of case-marking cues in Turkish with monolingual (N = 49, MAGE = 83 months) and heritage children, who were early bilinguals of Turkish and Dutch (N = 30, MAGE = 90 months). We found

Many bilinguals speak both languages proficiently and habitually; however, the contexts in which the languages are used can vary. The present study examined the effects of context variation on emotions, comparing a national language used everywhere to a regional language spoken only among family and friends. We found a higher sensitivity to disgust (Experiment 1), a greater enjoyment of humor (Experiment

Skill acquisition theory conceptualizes second language (L2) learning in three stages (declarative, procedural, and automatic), yet competing theoretical models with fewer stages also exist, and the number of stages has never actually been tested. We tested the validity of the three-stage model by investigating the number and nature of learning stages in L2 skill acquisition. Seventy-three participants

This article advocates for the expansion of research into the topic of well-being in language education. It begins by outlining key definitional concerns and then moves to outline general issues and gaps in the current body of research such as a need for a diversification in research in social contexts, working conditions, languages, cultures, as well as a clarification of the domain specificity of

Analyses in vocabulary research should avoid the language‐as‐a‐fixed‐effect fallacy, whereby no statistical evidence is provided to support claimed generalizations beyond the words tested in the sample. Although mixed‐effects models are widely adopted in social sciences to avoid this fallacy, second language vocabulary researchers primarily conduct potentially problematic fixed‐effects analyses. In

Bilingualism delays the onset of dementia symptoms and contributes to cognitive reserve. However, the neural basis of this mechanism remains elusive. The few studies that have investigated neural mechanisms of cognitive reserve and bilingualism have focused on Alzheimer’s disease. This study investigated the neural basis of cognitive reserve among persons with frontotemporal dementia (FTD) using regional

Sometimes we face material or practical troubles that require assistance from others to be resolved. While assistance can be mobilized through requests for assistance, it can also be mobilized through complaints. However, while L2 requests have been the object of numerous studies, there has been very little work examining how complaints can be used by L2 speakers to mobilize assistance. In this article

In this article, we examine how migrants with a language other than English background are exposed to linguistic discrimination in relation to the English-only discourse of their daily life in Australia, labelling such discrimination as everyday linguicism. By engaging in a scholarly conversation on subjectivity, discourse, and power, we conceptualize and make use of the notion linguicized subjectivity

This paper introduces the concept of AI-textuality that extends Bakhtin’s notion of intertextuality to encompass interactions involving texts produced by generative artificial intelligence (GenAI). Intertextuality provides a valuable lens for understanding how GenAI outputs are created through the assemblage of digital and multimodal texts from vast datasets. Building on this perspective, this paper

Instructed second language acquisition (ISLA) inquiry emphasizes the ways in which systematic manipulation of learning conditions may facilitate second language (L2) acquisition. ISLA research has tended to prioritize grammar and vocabulary over pronunciation. However, an increase in classroom‐based pronunciation research has begun to address this oversight. Within ISLA inquiry, themes of interest

Language learning behaviors, such as procrastination and engagement, are concrete actions closely linked to learning outcomes, but our understanding of them, especially procrastination, is limited. Boredom is a ubiquitous negative emotion among second language (L2) learners. In researching learning behaviors and boredom, previous L2 studies have rarely considered all the core motivational variables

In our critical review, we explore the progress of second language (L2) teaching research in Japan from 2019 to 2023, focusing particularly on English Language Teaching (ELT) and Japanese Language Teaching (JLT). After scrutinising numerous publications from over 50 academic journals, as well as academic books and chapters, we selected around 40 studies for analysis. These studies met our screening

The present study investigated students’ perceptions of the presence or absence of Afro-Latinx representation in Spanish language textbooks and their suggestions for improving these representations. Critical race theory, critical language awareness, and critical discourse analysis were the theoretical frameworks guiding the study. Semi-structured interviews were conducted among 15 Spanish language

While researchers in the second language (L2) field often consider that L2 anxiety determines subsequent L2 achievement, an emerging line of research suggests that language skills better predict L2 anxiety. This viewpoint has yet to be experimentally evaluated, and thus it motivated the present study. Two groups of university language students enrolled in the Department of English as an L2 were followed

This methodological synthesis surveys study and instrument quality in L2 pronunciation research by scrutinizing methodological practices in designing and employing scales and rubrics that measure accentedness, comprehensibility, and intelligibility. A comprehensive coding scheme was developed, and searches were conducted in several databases. A total of 380 articles (409 samples) that employed 576

Based on the simple view of reading (SVR), we investigated factors associated with reading comprehension in Second Language (L2) minority children learning a highly consistent orthography through a network analysis. Bilingual and monolingual children participated in the research. Consistent with prior findings, reading speed supported reading comprehension for L1 learners, whereas, for L2 learners

Simultaneous interpreting (SI) is an intensive multitasking activity that requires coordination of a variety of linguistic and cognitive control mechanisms. Research has shown that interpreters perform better in tasks that require domain-general executive functions (EF), but the question remains whether such cognitive alternation is a result of interpreting experience or it reflects a selection bias

We conducted a detailed linguistic analysis of Oral Proficiency Interviews (OPIs) from older Spanish-English bilinguals (n = 28) to determine which cognitive, linguistic, and demographic factors predict proficiency. In the dominant language, older age was associated with lower proficiency scores, but aging effects were not significant after accounting for cognitive functioning scores. In the nondominant

As the field of heritage language acquisition expands, there is a need for proficiency to compare speakers across groups and studies. Elicited imitation tasks (EITs) are efficient cost-effective tasks with a long tradition in proficiency assessment of second language (L2) learners, first language children, and adults. However, little research has investigated their use with heritage speakers (HSs)

Previous research has investigated the effect of planning time (PT) on L2 learners’ production regarding fluency, complexity, and accuracy, but its influence at the discourse level has been overlooked. Thus, this study explores the influence of PT on learners’ written performance regarding anaphora resolution (AR) and their pragmatically (in)felicitous choices of referring expressions (REs) in discourse

This response to the commentaries on our conceptual review article on structural complexity and learning difficulty in second language acquisition (SLA) clarifies the scope and objectives of our framework, the challenges of defining and measuring complexity and difficulty, and the broader relevance of our proposal for both empirical research and theory building in SLA, including its relationships to

We employed structural priming to test whether targeted exposure to unambiguous form–meaning mappings led to learning of noncanonical word orders, specifically in object relative clauses, among 165 low‐to‐intermediate‐level L1 German L2 learners of English. We further investigated the scope of structural priming by assessing whether priming with related grammatical structures that had been acquired

Adult heritage language (HL) speakers often exhibit subtle phonetic-phonological variations (“accentedness”) that diverge from the patterns of the language spoken at home. Perception of accentedness may also be influenced by the listener’s linguistic background. This study investigated perceived accentedness in 80 English speech samples from four groups of monolingual English and bilingual English-Hebrew

Presently, Kyrgyzstan remains the last former Soviet Turkic-speaking Central Asian Republic to use Cyrillic script with the possibility of undergoing Latinization. Our study investigates the attitudes of Kyrgyz speakers toward the present use of Cyrillic in Kyrgyzstan and a potential transition to Latin script. To investigate, we conducted a linguistic attitude survey that draws on three themes we

During the past 20 years, the expansion of bilingual education programmes in Spain has generated a situation where the voices of stakeholders frequently go unheard. Accordingly, this paper is a critical review of bilingual programmes within the Spanish context. An analysis has been carried out on stakeholder perceptions, that is, of teachers, students, management teams, and families, as reflected in

During speech production, bilinguals need to encode target words phonologically before articulation, and the encoding units differ across languages. It remains an open question whether bilinguals employ the encoding unit in their L1 or L2 for phonological encoding. The present study examined the primary unit of phonological encoding in L2 speech production by Mandarin Chinese-English bilinguals with

Metaphors can influence people’s reasoning because of their ability to highlight or hide features of the target domain. In this article, we investigate the extent to which different metaphorical frames lead to different policy recommendations that best fit with the structure of the frame, as well as the role of age and gender to account for variation in the responses. We rely on four naturalistic metaphorical

This study investigates the relative online effects of structured-input practice on the acquisition of English passive and active sentences. The main purpose of this study is to compare native and non-native processing of English active and passive sentences. Non-native Chinese first language (L1) learners (26 participants) received structured-input instructional treatment on the target feature under

There has been a growing emphasis on researching foreign language boredom in second language acquisition in recent years. However, existing research has yet to reach a consensus regarding the effect of foreign language boredom on learners’ learning achievement. To address this gap, the present study employs multilevel meta-analysis to analyze 47 effect sizes from 33 empirical studies involving a total

English is widely recognized as the language of science in the globalized world, with many higher education institutions in the United Arab Emirates (UAE) adopting it as their medium of instruction. This study used the qualitative research approach of phenomenography to investigate engineering students’ experiences and conceptions of learning English as a foreign language at a university in the UAE

This study focused on the relative contributions of cognitive aptitudes to the incidental learning and automatization of mini-language grammar. Over three sessions, participants (N = 45; first language [L1] Polish; age range: 19–35) completed computerized training in MiniItaliano as well as tasks tapping into working memory, general intelligence, and language analytic ability (LAA). The overt aim of

Despite the growing interest in evaluating contextualized task-based language teaching (TBLT), evaluation studies in ‘difficult contexts’, such as monolingual English as a foreign language (EFL) contexts with low-proficiency learners, remain limited. Employing a macro-evaluation framework, this study evaluates a TBLT program implemented in English for specific purposes (ESP) classrooms with low-proficiency

This study explores lexical borrowing and loanword nativization from a neuro-cognitive perspective testing bi-dialectal speakers of Standard Chinese and Shanghainese Chinese. We created holistic and morpheme-based cross-dialectal loanwords for auditory sentence processing and compared them with Shanghainese-specific words, code-switches, and pre-existing etymologically related words. Participants rated

Bilinguals use languages strategically and make decisions differently depending on the language context. Here, we explored whether verbal feedback modulates language use and risk-taking in bilinguals engaged in a coin-drawing game that incentivises lying. In the game, participants announced bets in Chinese or English, and feedback on the outcome of the current bet was given in the same language. They

Recognition of a word and its meaning benefits from the sensorimotor information about concepts. However, this phenomenon has been underexplored in second-language (L2) speakers who may rely on more “shallow” representations. Using a megastudy dataset, I investigated how sensorimotor strength affects first-language (L1) and L2 word recognition performance. Bayesian hierarchical regressions revealed

The integration of artificial intelligence (AI) writing tools in second language (L2) academic writing presents both opportunities and challenges for medical education. This study employed a SWOT (strengths–weaknesses–opportunities–threats) analysis to examine medical students’ perspectives on using AI writing tools in their academic writing practice. Forty-two medical students from a major Iranian

This article reports on a systematic review of oral task repetition research carried out between 1996 and 2023. This review focuses on the methodological features of these studies, specifically on issues related to how tasks have been spaced and repeated within this body of research. This review starts with an overview of the concept of input spacing and the major methodological paradigms that have

This article explores the utility of content-embedded working memory capacity (WMC) tasks for advancing second language (L2) research. While both complex span and content-embedded tasks implement a dual-task paradigm that requires processing and maintenance of information, they differ in that the former demand maintenance of extraneous memory elements during processing, while the latter demand processing

The present contribution proposes a low-threshold action plan for research into what we consider critical areas in multilingualism where we see an urgent need for more empirical studies and research-based classroom interventions and a stronger commitment to multilingual standards both in research and teaching. Reaching out to a wide audience of researchers, educationalists and decision makers, we first

Foreign language teaching enjoyment (FLTE), a recently conceptualized notion of language teachers’ positive emotion, has received a burgeoning interest in positive psychology studies and in the field of second language teaching research. However, due to the pure novelty of the concept of FLTE and the excessive reliance on quantitative research methods in capturing its correlates, the way FLTE can be

A key question in the study of language representation in bilinguals is whether knowledge is shared across languages. Crosslinguistic syntactic priming has been widely used to test bilingual adults’ shared representations, but studies with child bilinguals are few and have several limitations.We addressed these limitations in two studies with Polish–English bilingual children aged 5–11 years (N=96)

This study tracked the referential production of 25 Japanese-English returnee children for 5 years upon their return to Japan from an English-dominant environment (Mean age = 9.72 at the time of return) and compared their referential strategies to 27 Japanese monolinguals and 27 English monolinguals, age-matched to the returnee’s age at time of return. Returnees used more redundant noun phrases (NPs)