How language teachers talk is a key factor in organizing and facilitating learning specifically in language classrooms where the medium of instruction is also the subject matter. This study aimed to examine the extent and ways of teacher talk adaptation to students’ proficiency levels in the Iranian EFL context. Two EFL teachers who were teaching three different proficiency levels were observed...

Children learning English as an additional language (EAL) often experience lower academic attainment than monolingual peers. In this study, teachers provided ratings of English language proficiency and social, emotional, and behavioral functioning for 782 children with EAL and 6,485 monolingual children in reception year (ages 4-5). Academic attainment was assessed in reception and Year 2 (ages...

Limited English language proficiency forms a significant challenge for many Latinos in clinical settings. Although medications are commonly used by older individuals as a means of maintaining good health and managing health problems, the extent to which English proficiency is related to medication use among older Latinos is not known. Focus groups were conducted with Latino, community-residing ...

Bilingual language production requires that speakers recruit inhibitory control (IC) to optimally balance the activation of more than one linguistic system when they produce speech. Moreover, the amount of IC necessary to maintain an optimal balance is likely to vary across individuals as a function of second language (L2) proficiency and inhibitory capacity, as well as the demands of a particu...

there is insufficient rigorous research examining which features of efl/esl learners’ writing can be improved through their awareness/knowledge of collocation. this study, therefore, addressed this issue and examined the effect of this awareness on iranian efl learners’ writing performance with respect to the specific features of each writing sub-component (i.e., content, organization, vocabula...

In multilingual Asian communities, determining language dominance for clinical assessment and intervention is often complex. The aim of this study was to develop a self-report classification tool for identifying the dominant language in English–Mandarin bilinguals. Participants (N = 168) completed a questionnaire on language history and single-word receptive vocabulary tests (Peabody Picture Vo...