Reading Time: 4 minutesThis article describes Instructed Second Language Acquisition, the aim of which is to identify causal relationships between language teaching and learning with the ultimate goal of improving L2 learning or teaching.
Reading Time: 4 minutesBenefitting from 20 years of development in the fields of L2 writing and Writing Program Administration (WPA), Tardy and Whittig provide a timely update to Silva’s ethical imperative that moves beyond mere classroom concerns to how L2 writers are positioned by dominant discourses in the institution and how L2 writing specialists must be prepared to serve as an advocate for these students.
Reading Time: 6 minutesThis post explores cognitive load theory and its relevance for education in general and language education in particular.
Reading Time: 5 minutesThis article describes a motivational framework called directed motivational current (DMC), which advocates getting a focused vision, blasting into hyperdrive, staying in the zone, riding a directed motivational current, experiencing eudaimonic well-being and authenticity, and finally landing with feelings of joyful fulfillment, job done.
Reading Time: 6 minutesThis Research Bite looks at the Reading to Learn (R2L) method as well as additional research on its effectiveness.
Reading Time: 4 minutesThis article argues that the lesson plan templates most commonly promoted on teacher training programmes are inappropriately premised on an outcomes-based approach to teaching, and instead proposes an affordance-based approach to planning, giving practical suggestions for modifying the template and its role in lesson observations.
Reading Time: 4 minutesA meta-analysis by Spada and Tomita (2010) shows that explicit grammar instruction may be more effective than implicit grammar instruction.