Once severely rejected, first language (L1) use is no more considered to be inherently detrimental in foreign language pedagogy. Recent research within sociocultural framework has come up with numerous facilitative roles for L1 use (Anton and DiCamilla, 1999; Swain and Lapkin, 2000; Storch and Wigglesworth, 2003). Also, studies from humanistic perspectives that deal with the teachers’ and learn...

With the sweeping influence and wide application of multimedia and network in college education, cooperative learning has been infused with a new vitality in enhancing student autonomy and control over the language learning process. Adopting qualitative and quantitative approaches, this paper is an empirical study introducing the implementation process of cooperative learning of English writing...

A growing number of children with intellectual disabilities attend inclusive schools in Indonesia. Previous research has suggested that teachers' type of school and experience influences their beliefs about inclusive education. This research collected questionnaire data from 267 Indonesian teachers and compared the responses from those working in inclusive, special and regular schools regarding...

Environmental education (EE) is one of the content-based language learning pedagogies used to enhance students’ awareness environmental concerns and their effect on people animals. It aims build teachers’ importance EE green pedagogy in ELT. However, research into integrating still scarce. Therefore, this article presents an analysis multimodal discourse imperatives using content integrated (CL...

critical pedagogy (cp), as a poststructuralist educational movement, challenges the asymmetrical, power-over nature of classroom discourse and seeks to accommodate multivocality in the classroom and in the society. this study probed the discourse architecture of efl classrooms in iran. specifically, it aimed to explore to what extent iranian efl classrooms have stepped away from the teacher-dom...

The Observing Language Pedagogy (OLP) tool uses videos of authentic classroom interactions to elicit the procedural knowledge which pre-school teachers can access, activate and use support decision-making. Three facets are captured: perceiving (the ability identify salient language-supporting strategies); naming specific professional vocabulary describe interactions); interpreting interpret obs...