This is a socio-phonetic study of the production of the English post-alveolar affricates ... by 30 student-teachers and workers from Gbewaa College of Education in the Upper East Region, Ghana. The focus of the study was to confirm the substitution of the post-alveolar affricates ... for velar plosives ... by Kusaal speakers of English as a Second Language and to uncover factors that influence the substitutions. The Variationist theory employed allowed for quantitative data analysis to affirm and define the pattern of substitutions. The findings revealed that 22.50% of 1800 tokens of ... were substituted for ... and 38.39% of 1800 tokens of ... were substituted for .... This study sheds light on the phonological intricacies and distinctive patterns that emerge when Kusaal speakers navigate English as a second language. Leveraging extensive documentation and previous academic insights, the research delves into the nuanced intersections of linguistic influence and adaptation. Through an analytical lens, it seeks to unpack how native Kusaal phonological features intertwine with English, resulting in unique accents and pronunciations that enrich the broader discourse on Ghanaian English variants. The regression model analysis was significant at the 5% level with a p-value of 0.001, and the prediction was reliable at 75.5% or 69.1%. The substitutions of ... and ... affirm the phenomenon among the Kusaal speakers of English. An audit analysis of the consonant sound systems of both languages revealed the absence of the post-alveolar affricates in Kusaal as a factor. A study of the phonological environments also revealed that the presence of certain vowel sounds triggered substitutions in word-initial and final positions. This study, among others, reiterates the importance for teachers of second languages to know the features of their learners’ L1, as this will greatly assist them in coming up with the best interventions to help their learners.

ABSTRACT This study explores oral interaction in work-related activities within adult second-language (L2) education in Sweden, specifically in the context of Swedish for Immigrants (SFI). Drawing on data from classroom instruction and placement interviews, the study investigates which speech functions and speaker roles are made available to students preparing for workplace language practice. Transcribed material from one lesson and four placement interviews were analysed using speech act theory, with a focus on speech functions, speaker roles, and opportunities for extended talk. The findings show that while interaction was often regulated by teachers and recruiters, students actively contributed through humour, storytelling, meta-talk, and expressions of preference or reservation. Students assumed diverse speaker roles, including novice, knower, peer, and tension releaser, thereby engaging in pragmatically and socially relevant communication. These roles and functions are important for both general language development and workplace interaction. The study highlights the need to create space in L2 classrooms for less typical but crucial functions – such as turn-taking, declining, and expressing disagreement – often underrepresented in classroom discourse. It contributes to research on adult L2 education by demonstrating how structured interaction around work placements can support learners’ oral proficiency and pragmatic competence.

The concept of intercultural communication competence (ICC) has become a leading foundation in second-language learning, particularly in multilingual and multicultural classrooms in the United States. Since TESOL programs are becoming increasingly responsive to diverse student populations, a teacher's capacity to promote meaningful cross-cultural awareness has become a significant determinant of learners' engagement, language proficiency, and overall communicative competence. The article explores the conceptual background and pedagogical and practical issues of ICC in second-language teaching and presents ICC as a vital component of modern-day TESOL programs in the United States. Using the frameworks of Byram ICC, the Process Model of Deardorff and the most recent sociocultural studies, the article reveals how ICC contributes to the achievement of culturally inclusive pedagogy, teacher-student relationships, and pragmatic competence of learners. The research also assesses the current state of ICC integration in U.S. TESOL programs, its strengths, gaps, and the structural issues of teacher-training institutions. It also examines social changes, such as greater linguistic diversity, global mobility, and equity-based educational requirements, which call for a more robust embedding of ICC models in TESOL preparation. Pragmatic suggestions include redesigning the curriculum, planning assessments, implementing experiential learning in the community, and providing focused professional development. The article ends with a conception of a progressive model for integrating ICC into TESOL programs, focusing on sustainable, quantifiable, and pedagogically applicable aspects. The results highlight that intercultural competence is no longer a pleasant add-on but a legacy of effective second-language teaching in the American context.

This paper presents the integration of AI features into the language-teaching platform, Revita. The system is an intelligent online tutor, developed to support learners from lower-intermediate toward advanced levels, in several languages. Target skills currently include grammar, vocabulary, aural comprehension, and pronunciation. Based on authentic texts uploaded by the learners themselves, the system creates a rich variety of exercises that are tailored to the individual learner’s level of proficiency. Revita’s main guiding principle is personalization, motivated by current theories from educational science, notably Vygotsky’s concept of the Zone of Proximal Development and dynamic assessment, as well as the principles of diagnostic assessment. The linguistic foundation for the system comes from Construction Grammar, the goal being to build a complete inventory of constructions in the target language, as the basis for judging the correctness of the learners’ responses to the exercises. Revita is enhanced with AI tools from natural language processing, machine learning, and educational data mining.

This article analyzes the shifts occurring in foreign language education due to advances in science and technology, specifically examining the application of the teacher-centered instruction model within the Azerbaijan education system. The rapid proliferation of English, driven by globalization and strengthening international relations, has introduced numerous innovations into language pedagogy. The article highlights the gradual transition from the traditional teacher-centered approach towards a student-centered model. The key advantages of teacher-centered instruction are noted, particularly in the initial stages of language acquisition in primary grades (ages 5-6), where the teacher's role as a guide and resource is crucial. Concurrently, the disadvantages of this approach, including passive participation, restricted student freedom, and the potential use of outdated materials—are discussed. The paper also explores the application of teacher-centered elements across different age groups (primary, 5-9, and 10-11 grades) and the importance of specific methods in inclusive education, such as individualized training, repetition, and emotional support for students with special needs. The conclusion emphasizes the necessity of integrating an optimal and flexible mix of methods, leveraging technological innovations, and tailoring instruction to the students' ages and needs to ensure the effectiveness of modern language teaching. In the contemporary world, various changes have been occurred in recent years, including shifts in the teaching of second or target languages. Advances in science and technology have given rise to numerous innovations in teaching methods. The traditional teacher-centered approach is gradually giving way to a more student-centric teaching model, which, in turn, has led to alterations in teaching methods for educators.

Stress is a psychological and physiological response to perceived challenges or threats, often resulting in emotional or physical tension that can lead to feelings of frustration, anger, or nervousness. For non-native English teachers, teaching English as a foreign language (EFL) presents unique stressors that differ from those faced by first or second-language instructors. Research suggests that EFL teachers experience higher levels of anxiety and job-related pressure due to linguistic barriers, cultural differences, and institutional expectations. This study aims to investigate the primary sources of stress among EFL teachers at the secondary high school level and to identify key factors that contribute to their occupational strain. A quantitative research approach was adopted for this study, with primary data collected through a structured survey questionnaire distributed to EFL teachers. Using purposive sampling, 32 secondary school English teachers were selected to participate, ensuring that respondents had relevant experience in EFL instruction. The collected data were analyzed using SPSS software to identify significant patterns and correlations. The findings highlight multiple stressors, including teachers’ lack of capability, economic constraints, political instability in the country, students’ poor academic performance, inadequate school infrastructure, and restrictive school management policies. The study underscores the need for institutional support and policy reforms to mitigate stress among EFL teachers. Addressing these stressors could improve teacher well-being, reduce attrition rates, and enhance the overall quality of English language education. By understanding the specific challenges faced by EFL educators, schools, and policymakers can implement targeted interventions to create a more sustainable and supportive teaching environment.

IntroductionThe coordination and expression of cultural specific affective cues during speech production in a second language (L2) reflects pragmatic adaptation, which is a critical step toward learning and achieving broader pragmatic competence. Embodied cognition provides a framework for understanding how cognitive and emotional processes shape L2 expression.ObjectiveThis study examined how immersive language experience influences pragmatic adaptation through the vocal expression of affect and physiological arousal in Chinese ESL learners.MethodsAcoustic analysis and electrodermal activity (EDA) measurements were used to assess affectively valenced word production in speakers with varying levels of immersive English experience.ResultsHigh-immersion speakers exhibited greater pitch, intensity, and duration variation, enhancing emotional expressivity. Low-immersion speakers showed constrained vocal patterns and significantly higher physiological arousal, likely due to increased cognitive demands and anxiety.DiscussionThese findings highlight the impact of L2 proficiency on affective language embodiment and the cognitive challenges faced by L2 learners. This study offers novel insights by considering a pictorial character-based language, broadening our understanding of emotion-language interaction. Findings have implications for second-language education, cross-cultural communication, and bilingual speech therapy.

Introduction. One of the problems of teaching the Buryat language to preschool children is the lack of teaching and methodological materials, in particular electronic educational resources. The development of interactive educational digital products for preschool children has certain specifics. The purpose of the study is to describe the features of the development of the electronic multimedia textbook "Amar Mende-e!" for teaching the Buryat language to preschool children. The study used the methods of analyzing scientific literature on the problem of developing digital educational resources, methods of early teaching of second and foreign languages, generalizing the experience of teaching the Buryat language in preschool education, observing the process of using electronic interactive materials in Buryat language classes in a preschool educational organization, analyzing the stages and results of work on an electronic multimedia textbook. As a result of the study, a model of an electronic textbook for teaching the Buryat language to preschool children is proposed, the main stages, methodological and technical features of its development are described. The scientific novelty of the study lies in identifying the main didactic properties and functions of an electronic multimedia textbook for teaching the Buryat language to preschool children, considering its advantages over a paper textbook and determining the features of its design. The practical significance of the study lies in developing a model of an electronic multimedia textbook on the Buryat language for preschool children.

This review synthesises post-2020 empirical research on augmented reality (AR) in foreign and second-language education to identify prevailing trends, modalities, pedagogical outcomes, and barriers to classroom integration. Following PRISMA-guided selection, 25 peer-reviewed experimental studies with a minimum of 50 participants each were analysed from ERIC and Web of Science. Results indicate that AR is primarily implemented as marker/vision-based experiences but also appears in NFC, location-based, and emerging dynamic-augmentation formats. Across educational stages, AR consistently enhances student motivation, engagement, and positive attitudes toward language learning; evidence for reliable short-term gains in specific linguistic outcomes is mixed, though several studies report improved vocabulary retention and promising applications in phonetics and discipline-specific contexts. Key research foci include general learning effects, vocabulary acquisition, teacher and student perceptions, pedagogical proposals, and methodological innovation such as AR-supported storytelling and CLIL-integrated gamification. Major obstacles to effective adoption are limited teacher digital competence, device and connectivity constraints, potential mobile-device distractions, and heterogeneity in study designs and intervention duration. The review concludes that AR holds pedagogical promise as a multimodal, situated learning tool but requires targeted teacher training, institution-level resourcing, and more rigorous, longitudinal research comparing AR modalities and isolating pedagogical variables. Recommendations include expanding studies on location-based and dynamic augmentation, exploring AR for specific competences (e.g., pronunciation, ESP), and prioritising scalable teacher-development pathways.

Different languages include different information about the events they describe in their verbs. When learning their native language, children come to attend specifically to the information that its verbs describe, a process called semantic attunement (Golinkoff et al., 2025). Those who learn a second language as an adult often continue to follow these attentional biases when they speak and write (e.g., Song et al., 2016), resulting in utterances that do not conform to the language being learned (the L2). Lucy (2004) called this effect semantic accent. Many questions remain about semantic attunement, especially in the realm of bilingualism. In particular, it is possible that second-language education ought to include direct instruction about the semantic biases of the target language. Doing so may help students produce more native-sounding language sooner in their training. Apparently, such comparative instruction is not presently offered – at least at the college level. / Keywords: semantic attunement, language development, bilingualism, second language instruction, second language learning

During the last few decades several pedagogical approaches have been introduced for teaching English in language classrooms. One of such distinguishing approaches is translingual pedagogy or pedagogical translanguaging. It was a time when bilingualism in language classroom had been considered less significant, contributing to second language teaching and learning, especially in the case of teaching English to non-English speakers. The term ‘Translanguaging’ in the classroom context means engaging learners to become bilingual or multilingual through the use of two or more languages. This is a ‘paradigm shift’ from the popular second-language teaching approaches which throw light on the teaching of one language, excluding others. Through translanguaging practices, bilingual or multilingual learners can use their linguistic repertoire freely. Purpose: The present study is an attempt to explore the use of translingual practices in teaching English language among the linguistic minority learners of selected government primary schools in the Sundarbans, West Bengal. Method: The study was conducted using a qualitative approach and collecting empirical data from the sites of the primary schools as well as from the interviews with teachers who teach English and Teachers-in-Charge or Head Teachers in the concerned schools. Result:The result of the study shows how diversely translingual approaches are practiced in the school contexts which include not only the classroom situations for teaching and learning English but also the ‘schoolscape’. It also shows how this pedagogical approach can be useful for promoting inclusivity and equity.

Second-language (L2) teachers routinely switch between the target language and a shared lingua franca to secure students’ understanding and participation, yet differences between novice and expert language alternation remain under-described. Drawing on six hours of video-recorded Chinese L2 classroom interaction, this study compares 151 language alternation episodes produced by novice teachers with 40 episodes by expert teachers. Using Multimodal Conversation Analysis, the results show that both groups use language alternation proactively and retroactively. Novices alternate more often and less precisely, sometimes replacing emerging target forms; experts switch sparingly and embed English within a richer multimodal repertoire to maximize learning opportunities. Findings show that ‘professional vision’ guides teachers’ multimodal language alternation, and the resulting interactional design makes that vision visible. This study provides actionable insights for teacher educators seeking to help novices ‘learn to see’ and calibrate their use of shared languages.

Bilingualism has become a major theme in language policies over the last decades, reflecting language ideologies and guidelines for practice. Yet, stakeholders have responded to these policies in diverse ways. This multi-case study explores the language and education ideologies of language policies and Colombian policy stakeholders. Specifically, it examines how stakeholders exercise their agency in the formulation and application of the policies was also explored. The data analyzed includes interviews with stakeholders (see Appendix 1)—such as policy makers, scholars, test designers, administrators of second-language teacher preparation programs and language centers, and teachers from various cities of West-Center Colombia and recent national policy documents. The study shows an emerging shift in stakeholder’s ideologies, discourses, and practices towards alternative, heteroglossic bilingual oriented views. Additionally, the study evidences the active and relevant role of stakeholders in the enactment and appropriation of policies and points to the influence stakeholders have exerted on written policies and official discourses. These findings suggest the need for more participatory and context-sensitive policies focusing on learner’s necessities, expand language curricula, and foster heteroglossic teaching and assessment practices.

In multilingual educational environments, such as those in Kazakhstan, integrating artificial intelligence (AI) into second-language teaching presents new pedagogical possibilities. This study investigates the impact of AI-powered writing tools on academic writing achievement, student engagement, and ethical awareness among second-year Information Technology (IT) students enrolled in a Russian as a second language course at the International Information Technology University (IITU). Based on Vygotsky’s Zone of Proximal Development (ZPD), the study employed a mixed-methods design, incorporating pre- and post-tests, student surveys, and reflective journals. An instructional model was implemented that integrated AI tools into a scaffolded writing pedagogy. Results showed a 23% increase in essay length (fluency), a 31% reduction in language errors (accuracy), and an improvement in lexical diversity (TTR) from 0.52 to 0.64. Surveys and journals revealed that students perceived AI tools as helpful for enhancing writing clarity and revision, but also expressed concerns about their ethical use and potential over-reliance. Reflective journal analysis showed a significant increase in students'ethical awareness, with 70% demonstrating an understanding of authorship, transparency, and academic integrity by the end of the course. These results suggest that when thoughtfully integrated within a framework aligned with students'ZPD, AI tools can improve academic writing outcomes while supporting metacognitive and ethical development. The study offers practical implications for AI-enabled language learning in digitally-focused, multilingual university contexts.

Multiple studies on Japanese students’ silence in second-language education focus on the classroom setting, while one-on-one interactions have been largely overlooked. The current research attempts to explore silence that emerges in one-on-one writing tutoring sessions. This study was designed as exploratory and qualitative, with two groups of participants, Japanese tutees (N 9) and mostly non-Japanese tutors (N 5).Two main instruments included video-recorded tutoring session observations and interviews with a Stimulated Recall component. The researcher recorded tutoring sessions and conducted Stimulated Recall interviews showing participants excerpts from the observation recordings. The data from the observations was transcribed using Conversation Analysis, a method that allows measuring small pauses and non-verbal responses. The interview and observation data were then cross-referenced and analyzed using theme-based coding. This study found that Japanese tutees tended to be more tolerant of silence compared to non-Japanese tutors. Most of non-Japanese tutors reported nervousness when they faced silent behaviors from tutees, whereas most of the tutees did not think that the silent behavior was awkward or uncomfortable. The paper concludes by listing suggestions on how to mitigate the possible negative effects of silence in tutoring.

This study presents the narratives of 12 queer-identifying second language (SL) teacher experiences in Canada as they offer advice to their queer pre-service and early-career peers about the realities and complexities of teaching SL. Using narrative inquiry with three rounds of semi-structured interviews, the data reveal several themes about the experiences of queer SL teachers in their initial teacher education (ITE) program: SL teachers lack support, resources, and mentorship in ITE and in beginning practice around navigating the intersections of their identities, SL pedagogy, community, and policy. Implications for SL ITE programs to enhance inclusivity for queer pre-service teachers are offered, particularly in relation to increasing inclusive language teaching strategies, disrupting anti-queer hate in schools, and the need for mentorship opportunities for queer SL teachers.

The contemporary communication landscape has evolved, giving rise to intercultural encounters that encompass a diverse range of discourses, modes of communication, and literacy practices. Consequently, literacy has undergone multiple transformations in connection with global socioeconomic, technological, political, and cultural dynamics. Concepts such as new literacies and multiliteracies have impacted education, including the teaching of foreign and second languages. In this paper, we explore how the concept of literacy has evolved in response to the contemporary communication landscape and examine the challenges and opportunities that Multiliteracies Pedagogy (mlp) presents in foreignlanguage teaching. In this research article, we analyze the complementary relationships among new literacies and the multilingual, multicultural, and multimodal perspectives of multiliteracies, along with the pedagogical approach of multiliteracies in English language teaching. By reflecting on these concepts from different perspectives, we explore how their contribution to language education may help conceptualize and advance their practical application in the field. We reflect that there is a need to go beyond the instructional dimension of a multiliteracies pedagogy by bridging the gap between classroom literacy practices and literacies outside of school. We found that many teachers in peripheral spaces have already bridged the gap between the classroom and their students’ funds of knowledge, creating opportunities for localized practices to flourish. Nonetheless, the road ahead shows the need to continue striving to build better meaning-making practices to suit the needs of current multimodal, multicultural, and multilingual societies.

The precursor literacy skills phonological and phonemic awareness play a central role in later literacy skills acquisition, especially during the transition from first language to second language mode of learning and teaching. Various research projects in South Africa found that English second language learners, even those who receive instruction in English from Year 0, do not have sufficient precursor and later literacy skills to support academic requirements. Learners who transfer from first-language instruction to second-language instruction in Year 4 may have even lower skills due to less exposure to the medium of instruction (English) on an academic level. This may further influence their literacy abilities. This study intended to analyse and determine the association of precursor literacy and later literacy skill competency measures of Year 4 learners who have recently transitioned from being taught in their L1 to English as their language of learning and teaching (LoLT). A quantitative, cross-sectional, descriptive, and correlational design was used. Non-probability, convenient sampling was employed. Results indicated that participants had limited precursor literacy and later literacy skills in English, demonstrating that transferring to their second language as the language of learning and teaching in Year 4 may be challenging. These challenges impact literacy skills necessary for academic success. Additionally, strong positive correlations between precursor and literacy skills assessed were determined. Therefore, intervention is essential to equip learners with strong literacy skills in the language of learning and teaching.

Aim. This study aims to explore how project-based learning (PBL) influences student motivation, collaboration, and academic achievement in second-language education. In particular, the study aims to examine whether PBL enhances students’ language abilities by promoting a more engaging learning environment and fostering improved classroom management. Methods. The quantitative part of the study involved a sample of 250 students from six high schools in Albania, specifically located in Tirane, Elbasan, and Shkoder. The qualitative aspect involved conducting interviews with 16 teachers who were from the same schools. A combination of student surveys for quantitative data and teacher interviews for qualitative insights was employed using a mixed-method approach. The analysis focused on the effects of PBL on student motivation, collaboration, and academic performance, particularly among students in the lower percentile group. Results. The findings revealed that while the overall academic achievement in second language acquisition was not significantly improved, students in the lower percentile group showed a notable increase in motivation and achievement, particularly in collaborative tasks. The study also found that PBL encouraged a more dynamic classroom environment and enhanced student engagement, even in cases where academic performance remained unchanged. Conclusion. Despite the lack of a significant impact on overall academic achievement, project-based learning has the potential to improve student motivation and collaborative skills in second language acquisition. The research proposes practical suggestions for teachers to include more collaborative activities in their instruction and encourages more investigation into how various forms of PBL impact language learning results.

While beneficiary satisfaction is getting significant traction in academic discourse, learners’ voices in EFL classrooms remain largely overlooked, highlighting a critical gap in second-language education. Explicit and implicit grammar instruction research, for example, is mainly informed and shaped by reductionist performance-based queries or teachers’ reflections on past practices, all while leaving a critical element, the learner, behind. The current study aims to address this gap by exploring the lived experiences of Saudi EFL learners attending a Saudi University (i.e., the University of Jeddah) after being exposed to three different modes of grammar instruction: explicit, implicit, and differentiated, for three weeks, twice a week, in sixty-minute sessions. After the sessions, five students from each instructional group (a total of 15) were randomly selected for comprehensive interviews, during which the study’s main constructs (e.g., explicit and implicit distinctions) were introduced in simplified and relevant terms. The results suggest that differentiated instruction was perceived as the most effective form of teaching (as it was associated with interesting themes like guided autonomy and useful learner-condition or form-condition interactions), followed by implicit instruction (with themes like self-regulated autonomy, authenticity, and involvement standing out) and, finally, explicit instruction (the effectiveness of which is mainly controlled by form-complexity). These results have some important implications for the field of second language teaching.