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This study delves into the intricacies of English language learning motivations in Taiwan’s unique cultural landscape by unraveling the local tapestry of sociocultural factors and individual perceptions. Utilizing a structured photo-elicitation method across a range of ages and socioeconomic conditions, results revealed four main emergent categories. Sense of self represents informants’ struggle with English use in social settings, where the language is rare in daily life. Facilitating conditions reflects the tension arising from English requirements contrasted with limited practical applications. Worldliness represents how informants actively situate English in their daily lives, primarily through media. Lastly, perceived goals concerns social mobility and travel abroad, aligning with expectations of gaining competitiveness in the neoliberal global economy. This study highlights the importance of examining motivation in English language learning within a context of local influences while considering the transmodality of local language practices. Our findings suggest that English language learning motivation in Taiwan is shaped by strong motivators that do not fit neatly into an extrinsic/intrinsic dichotomy. This research contributes to the understanding of language learning motivation, emphasizing the need to unravel the local tapestry of factors that shape individual motivations and frame English language learning experiences. This study examined the unique contributions of home biliteracy environment in English and Chinese to Chinese-Canadian children’s ( n  = 148) bilingual receptive vocabulary development. The children (42 kindergarteners and 106 first graders) were tested on oral receptive vocabulary in Chinese and English. Their parents ( n  = 148) filled out a questionnaire on home literacy environment (HLE) which included four dimensions in each language: parent-child shared reading, parent direct teaching, print resources, and digital devices usage in Chinese and English. Correlational and hierarchical linear modeling analyses indicated that HLE factors were less associated with English receptive vocabulary in grade-1 than in kindergarten but remained a strong contributor to Chinese vocabulary across both grades. English HLE was significantly associated with children’s English vocabulary in kindergarten but not in grade 1. However, Chinese HLE had a significant effect on Chinese vocabulary in both kindergarten and grade 1. The four dimensions of HLE in each language also had differential relationships with bilingual vocabulary development in kindergarten and grade 1 with parents’ direct teaching and the number of books in English and Chinese being consistent positive factors in facilitating bilingual vocabulary development in both grades. These findings highlight the importance of home biliteracy environment, particularly direct parental involvement, in early bilingual vocabulary development. This study examines the relationship between ideal L2 writing self (IL2WS), writing growth mindset, writing enjoyment, and second language (L2) writing self-efficacy among English as a foreign language (EFL) learners. A sample of 374 intermediate EFL students completed a self-report questionnaire assessing their IL2WS, writing growth mindset, writing enjoyment, and L2 writing self-efficacy. Structural equation modeling was employed to test the hypothesized model, which proposed the direct effects of ideal writing self and writing growth mindset on L2 writing self-efficacy, and a mediating role of writing enjoyment in this relationship. The findings revealed that both IL2WS and writing enjoyment significantly impact L2 writing self-efficacy directly. Furthermore, writing enjoyment was found to mediate the relationship between writing growth mindset and L2 writing self-efficacy. These results highlight the importance of affective factors, specifically enjoyment, in shaping L2 writing self-efficacy beliefs. The implications of these findings for L2 writing instruction and suggestions for future research are discussed. A dynamic perspective of second language (L2) development enquires into time-intensive data that are longitudinal, dense, non-linear, and individual. This article reports a collection of quantitative methods that could capture time-intensive data, termed Time-Intensive Methods (TIMs). We reviewed empirical studies published from 2008 to 2023 that have used TIMs to investigate non-linear L2 development. Seventy-eight studies were included to be further analyzed regarding their chronological trends, adopted TIMs, research topics, and theoretical contributions. Three major contributions of TIMs are identified: capturing the non-linear developmental paths, detecting the emergent group patterns, and revealing the dynamic interactions over time. Methodological rigor is discussed against how TIMs address their corresponding theoretical concepts and research questions. The findings provide insights into the current state of TIM application in L2 development research, and encourage researchers to explore a wider range of TIMs that could enhance future studies inspired by the dynamic paradigm. In this study, we examine patterns of gift-refusing in Chinese. Exchanging gifts is a fundamental part of Chinese social interaction which follows ostensible ritual conventions: a gift is often expected to be refused before it can be accepted. We focus on conventionalised expressions through which speech acts realising genuine gift-refusing are indicated. Such expressions have an important interactional function because Chinese ritual gift-exchanges trigger ostensible aggression: the participants engage in persuasion-dissuasion game to accept/refuse the gift. We adopt a multimethod approach. We first interview Chinese speakers about their perceptions of the use of gift-refusing expressions. We then use DCTs featuring gift-accepting, genuine- and ostensible gift-refusing. These DCTs allowed us to identify expressions with a strong gift-refusing-indicating capacity. Finally, we examine the use of these expressions in a corpus of WeChat gift-refusing exchanges. Our results show that gift-refusing expressions do exist in Chinese, but their interactional effectiveness is often decreased by ostensible aggression. In the literature, most studies consider the relationship between oral expression, gesture, and sign language for hearing students. In the present study, it was investigated how the modality was used by hard-of-hearing and deaf students to process of objectification of the “angle” concepts in teaching and learning situations. The study is based on a phenomenology model in qualitative research methods. The semiotic bundle approach were utilized to analyze the relevant data. The semiotic bundle allowed us to focus on the relationships of sign and gesture with other semiotic resources within a multimodal approach in the literature. The study showed that gestures accompanying sign language were used to objectify the concept. Based on the finding that sign (SL or gesture) is very important for students with hearing difficulties, studies can be conducted on sign language and gestures in students with hearing difficulties in different subjects of mathematics. Word meaning is generally presented to learners via their L1 or the target language. The choice of meaning presentation code may impact the difficulty with which novel vocabulary is learned and how well it is retained over time, yet few studies have considered the effect of meaning presentation code on the learning burden and decay of L2 vocabulary knowledge. Moreover, it is generally assumed that words that are harder to learn are also more easily forgotten. However, there has been minimal investigation of this claim. Addressing these gaps, this paper explores the effect of meaning presentation code on the learning burden and decay of lexical knowledge, and also considers the relationship between burden and decay. Chinese adult learners of English used flashcard software to study vocabulary with meaning presented via L1 equivalents or L2 definitions. Learning burden was operationalised as the frequency of exposure needed to learn target items, and decay was measured by comparing knowledge (form recall and recognition) on immediate and delayed tests. Mixed-effects modelling showed that code did not impact learning burden but did affect decay, with L1 use associated with less decay. Additionally, increased learning burden was associated with greater loss. Pedagogical implications are discussed. Research on boredom in second language acquisition has proliferated, with mixed findings on its links to L2 achievement. However, no meta-analysis has explored this correlation. The present meta-analysis examined their links based on 37 independent samples with 17,800 individual participants from 34 primary studies. A negative correlation was found with a medium effect size ( r  = −0.30, 95 % CI : −0.34, −0.27). Moderator analyses revealed varying effect sizes across different measures of boredom and achievement, types of achievement, educational levels, and age groups of participants. Our findings underscore that boredom exerts both short-term and long-term impairing effects on L2 learning, offering L2 teachers important insights for instructional design, classroom practices, and self-assessment. This study also suggests key directions for future research, including a granular conceptualization of boredom across varying timescales and levels of situational specificity, research design improvements, measurement enhancements, and exploration of diverse research contexts. A phrasal verb (PV) is a type of formulaic language that is ubiquitous in informal English discourse but notoriously challenging for English language learners. With many learners struggling to develop knowledge of formulaic language, this study investigated whether they make measurable PV gains over time and which factors in a study-abroad environment facilitated the development of PVs. Seventy-five mixed-L1 foundation students in the UK were tracked over the first two terms in an academic year. They completed a productive PV test, a receptive PV test, an Updated Vocabulary Levels Test, a language contact questionnaire, and a social network survey when studying abroad. Using descriptive statistics, paired-samples t -tests, and mixed-effects modelling, the findings indicate that the participants made only small gains in PV knowledge in two terms of study abroad. Interestingly, they made larger gains in productive knowledge than receptive knowledge, suggesting that they consolidated existing knowledge more than acquiring new PVs. Overall vocabulary knowledge, PV corpus frequency, and language contact significantly predicted PV knowledge, while semantic transparency and L2 social networks did not. Overall vocabulary knowledge and L2 social networks predicted PV gains. This study reveals that the developmenet of PV knowledge is relatively slow and incremental during study abroad. Thus, high-quality L2 interaction may be necessary for international students to develop PV knowledge in such contexts. This study investigates the role of isomorphism in sentence processing by Korean heritage speakers in the United States. Employing acceptability judgement and self-paced reading tasks, we examine how Korean heritage speakers comprehend two Korean clausal constructions expressing transitivity: active transitive and suffixal passive. Results reveal a nuanced interplay between isomorphism, construction-specific cues, and task demands in sentence processing. While Korean heritage speakers’ acceptability ratings are largely comparable to those of monolingual Korean speakers, they spend more time reading critical regions and less time reading spill-over region than monolingual Korean speakers. Notably, there are no significant reading-time differences (i) across all critical and spill-over regions within identical grammaticality conditions and (ii) in the verb and post-verb regions across grammaticality pairs within the same construction and canonicity conditions. General proficiency in Korean does not substantially affect heritage speakers’ performance across the tasks. These findings advance our understanding of heritage language (processing) and sentence-processing architectures, also highlighting the unique linguistic experiences and challenges encountered by heritage language speakers. The role of translanguaging (TL) pedagogies has recently received a surge of scholarly attention across educational contexts. However, its mechanism and realization in relation to second/foreign language (L2) assessment has been ignored. To bridge this gap, this qualitative study examined the perceptions of 42 Chinese English as a foreign language (EFL) students regarding TL integration in assessment and its emotional outcomes. The data were collected by a semi-structured interview held in person. The results of the thematic analysis showed that Chinese EFL learners had a positive view of using TL pedagogies in assessment domains. They argued that this approach fosters L2 learners’ ‘self-expression’, ‘content understanding’, and ‘comprehension of complex concepts’ and improves ‘teaching efficiency, assessment efficacy, positive learner-related emotions, and classroom atmosphere’. Furthermore, it was found that TL pedagogy could prevent and remove negative emotions such as pressure and anxiety among Chinese EFL learners. The results of the interview analysis also pinpointed that the use of TL in assessment produces various positive and negative emotional outcomes depending on its degree of use and reliance. The study discusses the findings and provides implications for EFL educators regarding the use of mother tongue in L2 assessment practices. English for Research and Publication Purposes (ERPP) has rapidly emerged as a productive area of second language writing research as the number of academics, journals and articles has exploded across the world. In this paper we use bibliometric methods to track changes in published work in ERPP over the last 40 years. Based on all 4,354 articles on the topic in Web of Science indexed journals between 1982 and 2022, we show what research themes have been most popular and which authors, publications and source countries have been most influential. The results indicate a shift away from a focus on pedagogical issues and classroom practices towards emerging academic publishing contexts such as open access, knowledge production and collaborative learning. This maturation of the field is also revealed in the growing concern with diverse research methods, with practitioner development, and with issues in higher education. Swales, Hyland, Halliday, Flowerdew and Biber are prominent in both author and publication lists, with a greater number of specialists in academic writing after 2008. The results also show a widening researcher base and the growing importance of Asian countries, particularly China. These findings may be of interest to writing professionals working in Higher Education. This is a collaborative study between a researcher and a teacher of English as a foreign language (EFL) in South Korea that focuses on integrating antiracist pedagogy within English language instruction in middle schools. Despite Korea’s revised English curriculum emphasizing cultural diversity, existing textbooks often lack adequate racial representation. The study addresses this gap by exploring how antiracist education, grounded in Critical Race Theory (CRT), can be effectively designed and implemented to raise students’ racial awareness in Korean schools. Employing the methodology of participatory action research (PAR), the researcher and EFL teacher developed lessons that incorporated counter-storytelling, historical context, and discussions on racial issues. Key findings illustrate the challenges of adapting CRT in a Korean context, highlighting the need for contextualized antiracist curriculum support, teacher education, and reflective practices. The study underscores the importance of researcher-practitioner partnerships in promoting meaningful, critical pedagogy in EFL classrooms, and it calls for broader implementation of antiracist practices within Korea’s K–12 education system to address both global racial issues and localized cultural biases. This research not only enhances understanding of intercultural and racial literacy in Korean EFL settings, but also emphasizes the necessity for structured teacher training to effectively engage with such pedagogy in diverse classrooms. Academic writing has been found to be a translanguaging practice. While existing research has revealed interesting findings through qualitative textual analysis, quantitative evidence is scarce regarding the extent to which translanguaging is associated with academic writing. To fill this gap, this study investigates the extent to which the increase in the ability of translanguaging contributes to the increase in the ability of information-based academic writing (IBAW) at both the whole construct level and the individual process level. The results reveal that the ability(ies) at the integrated process level of IBAW and most of its individual process level are correlated with the ability of translanguaging with moderately high to high correlation coefficients. Regression analysis further demonstrates that the translanguaging ability contributes to the IBAW ability at both the individual and integrated process level with varying degrees. The varying degrees of correlation/predictive power are further discussed to reinstate the complexity of the translanguaging phenomenon in academic writing: why the translanguaging ability contributes to certain IBAW processes more than the others. This study demonstrates that the ability of translanguaging can be important for multilingual writers. To facilitate multilingual speakers’ development of IBAW, instructors are recommended to teach translanguaging strategies for IBAW. This article aims to bridge the research gap in understanding the dynamic and discursive nature of translanguaging spaces. It does so through exploring the temporal and interactional qualities of translanguaging spaces using a newly proposed space-centred systematic observation approach to analyze two cases from Kongish Daily , a Hong Kong Facebook page with 75,000 subscribers. By examining initial social media posts, responses, and related discourses at the core of the interaction and in surrounding events, we describe how spaces expand over time through incorporation of new sociocultural references. Results demonstrate how new networks of meaning are created through the expansion and interconnectedness of multiple spaces. Case 1 shows the expansion of the translanguaging space during engagement with a Kongish poem. Case 2 reveals how the expression “ loong ” and its network of significations developed across sociopolitical and temporal contexts. By observing translanguaging spaces longitudinally across timescales, this novel approach effectively captures their context-dependent dynamic qualities beyond static language and space constructs. It also shows the creative and critical potential of translanguaging to circumvent more powerful state discourses while camouflaging resistance. The study thus offers theoretical and methodological contributions regarding translanguaging spaces’ interactional properties. It has implications for more adequately researching complex linguistic repertoires and translanguaging in diverse communities today. Students’ self-efficacy in language learning is not a static attribute but rather a dynamic construct. However, studies have seldom explored how students’ self-efficacy beliefs change over time, whether there are heterogeneities in the pattern of change among students, and what factors are associated with these patterns of change. This study aimed to (1) investigate the changes in English self-efficacy over time; (2) delve into the distinct trajectories of English self-efficacy changes; and (3) examine the relationships between trajectories of English self-efficacy changes and their predictors. A total of 452 students in secondary schools participated in the study. We combined the variable-centered (latent growth curve modeling) and person-centered (growth mixture modeling) approaches in analyzing the three-wave data over a semester. The results of the latent growth curve modeling showed students’ self-efficacy remained stable over the study period in general. Using the growth mixture modeling approach, four trajectories of self-efficacy changes were identified, involving “low decreasing”, “average stable”, “high decreasing” and “high increasing” trends. Higher prior academic achievement and exposure to mastery experience, vicarious experience, and social persuasion predicted the membership of increasing trajectories. Theoretical and practical implications are discussed. Many specialists in the field of second/foreign language (L2) writing have acknowledged the importance of students’ abilities of argumentation in academic contexts. However, empirical studies of L2 students’ ability in argumentative writing with a systematic framework are still rare. To address this research gap, we adopted a quasi-experimental design of an eight-week writing intervention with a treatment group and a control group. We examined the changes in students’ knowledge of elements in argumentation and writing performance, after engaging a genre-based writing approach as a pedagogical intervention in the treatment group. We then compared these changes with those of the control group that followed a conventional approach. Students’ written texts in the pretest and posttest along with their responses to the knowledge questionnaires were collected. Results show that the treatment group markedly improved in their knowledge and writing performance, but the control group did not. Specifically, the treatment group improved more noticeably in their expressed knowledge of the structural and linguistic characteristics than their displayed knowledge of the contents, procedures, purposes, and audience consciousness in argumentation. The treatment group also showed significant improvements in their writing performance as shown in discourse structure, substance, and overall writing scores. These findings are discussed and implications for teaching are suggested. Migration stories are at the heart of how many immigrant-background Heritage Language Learners (HLLs) construct a sense of home, community, and identity across spatiotemporal scales. Nevertheless, narratives containing difficult knowledge (e.g., about war) are generally seen as threats to, rather than as assets in language learning and in education more broadly, and as such, are rarely drawn on in classrooms. In this paper I analyse excerpts from a group interview that I conducted with four grade-four girls during a year-long ethnographic case study. In particular, I examine how we all used various linguistic and paralingiustic resources to construct play frames . The play frames created a lower-stakes space in which to navigate the emotionally complex cultural memories that my interview questions about origins and migration prompted. The findings have implications for how language teachers listen to and engage with their HLLs’ funds of difficult knowledge. With the growing prominence of bilingual and multilingual education, translanguaging has garnered increasing attention. This approach not only challenges traditional English-as-a-Foreign-Language (EFL) research, which has historically focused on specific learning outcomes, but also shifts the emphasis to the dynamic processes involved in Second Language (L2) teaching and learning. By integrating multilingual and multimodal resources, translanguaging enhances students’ L2 motivation and vocabulary acquisition in the EFL classroom. This study adopts translanguaging as both a pedagogical tool and an analytical lens, offering insights into how the teacher uses translanguaging in designing the course and conducting vocabulary instruction. New characteristics of teachers’ translanguaging practices in vocabulary instruction are identified from the dynamic process of teacher-student meaning-making through translanguaging practices. Participants from focus group report the shift of L2 Motivational Self System from Ought-to L2 Self to Ideal L2 Self and L2 Learning Experience, the enhancement of L2 motivation, and cognitive, interactive, and motivational benefits from translanguaging practices. Overall, this research contributes to the growing body of literature on translanguaging, highlighting its role in creating a more inclusive and effective L2 learning environment in EFL settings. It also offers practical recommendations for educators to enhance students’ motivation, engagement, and success in vocabulary learning through the use of translanguaging. As sustainability becomes increasingly embedded in the practices of financial institutions worldwide, financial discourse is also adapting to reflect the new related societal values. This study aims to identify the discursive strategies employed by banks to frame their leadership in sustainability, present their sustainable products and services as business opportunities, and explore the development of dialogic relationships between banks and clients. Employing a corpus-assisted discourse analytical approach, a dataset of 2 million words comprised of sustainability-related reports publicly available on banks’ websites was analysed. The findings indicate a growing recognition of the significance of diversity and inclusion in senior leadership positions, with an observed increase in the representation of women. Moreover, banks position themselves as service providers and catalysts for transforming associated risks into business opportunities, leveraging various factors such as financial success, positive culture, and strong support for customers and employees. In terms of the bank-client relationship, the findings reveal a shift towards empowering clients and acknowledging their agency, encouraging them to make informed decisions and take charge of their financial well-being. This research sheds light on the evolving discursive practices within the realm of sustainable finance and provides valuable insights for both academia and the business sector. Recent research has examined how teachers utilize translanguaging to tap into students’ out-of-school knowledge and students’ prior learnt content knowledge to scaffold students’ learning of new content knowledge. This study addresses a research gap by examining how teachers can maximize the utilization of mutually shared knowledge, which is not accessible to individuals outside the classroom community, through translanguaging to consolidate students’ content learning. The data is derived from a larger project conducted in Hong Kong secondary English-Medium-Instruction mathematics classrooms. Multimodal Conversation Analysis (MCA) is employed to analyse classroom interactions, triangulated by video-stimulated-recall interviews analysed with Interpretative Phenomenological Analysis (IPA). We argue that establishing a translanguaging space allows teachers to capitalize on the shared sociocultural knowledge intrinsic to classroom communities, which shapes content instruction and forges meaningful relationships with students. We also highlight the significance of combining MCA with IPA to gain a deeper understanding of specific translanguaging moments and the reasoning behind incorporating mutually shared sociocultural knowledge into classroom interactions, which cannot be attained solely through the description of interactional sequences. This article is based on a scholarly interview with Suresh Canagarajah about decolonizing language education and research in South Asia. The interview is focused on several themes, such as Canagarajah’s personal life trajectory as a decolonial scholar, colonial knowledge structures, English fever, and ethnolinguistic response to the hegemony of English, translingual university and transepistemic education in South Asia, decolonization through English, decolonizing research practices and negotiating norms in academic writing, and the responsibilities of applied linguists in South Asia. The article concludes by suggesting transepistemic language education, countering Eurocentric ontoepistemology (e.g., logocentrism, cognitivism and humanism), globalectics and decoloniality as alternatives to rethink ELT, applied linguistics and research in colonized contexts, such as South Asia. This paper examines translanguaging interactions in the multilingual area of the Vaupés, northwest Amazonia. After providing a brief overview of the Vaupés’ multilingual landscape-highlighting its social and linguistic diversity, as well as its distinct identities- we present evidence of multilingual interactions collected during fieldwork using ethnographic and linguistic documentation methods. This data is further illustrated through comments on grammatical aspects and unique linguistic features of certain local languages, showcasing how these languages differ from Spanish, the vehicular language used in the formal education of indigenous populations. Our discussion is framed within the context of epistemic injustice and education, emphasizing the importance of incorporating indigenous epistemologies and ecouraging the pedagogical use of translanguaging practices in educational settings. We argue that the traditional model of ‘castellanización’ (or ‘ Spanish-ization ’) offered by the Colombian State to school programs in the Vaupés, invisibilizes (if not, negates) the cultural, social and spiritual particularities of indigenous individuals and societies in the area. Furthermore, this educational Spanish-ization model fails to acknowledge the structural linguistic complexities and the linguistic interactions (translanguaging) embedded in everyday life, resulting in social and cognitive disadvantages in the student population. As smartphone addiction (SPA) among young learners grows, a consequential increase in learning burnout is observed. However, the association between SPA and learning burnout, especially in the context of foreign language (FL) learning, remains underexplored. In particular, the factors that might mitigate this relationship and the potential variations across genders have not been sufficiently examined. Drawing upon control value theory and social capital theory, this study sheds light on the moderating role of teacher-student rapport (TSR) in the SPA-FL burnout nexus, and also explores the potential gender differences. The research involved a total of 4,372 secondary-level students in China (54.3 % boys), using student-reported data on SPA, TSR, and FL learning burnout. The results revealed a positive correlation between SPA and burnout in FL learning. Furthermore, TSR played a crucial moderating role in this relationship. Interestingly, gender differences were identified in the moderating effect of TSR on the SPA-FL burnout link. That is, TSR only mitigated the effects of SPA on FL burnout among male students, but this did not hold true for female students. These findings have theoretical and pedagogical implications for FL education. A micro-level analysis of second language (L2) peer feedback interactions specifically aimed at improving interactional abilities is lacking. Drawing on multimodal Conversation Analysis to examine 20 h of screen-recorded interactions of L2 learners in a video-mediated study group setting, this study demonstrates that in the collaborative accomplishment of L2 feedback in talk-in-interaction, peers’ follow-up contributions expand others’ feedback turns and open up space for further sequences of talk simultaneously. The follow-up contributions are realized through four interactional practices: (1) advising, (2) reformulating, (3) counterclaiming and (4) clarification-seeking. It is through such follow-up contributions that L2 learners change speakership, build turns contingent on previous contributions, perform diverse social actions, from resisting to clarifying, display their understanding and contribute to the ongoing feedback talk. We argue that being able to produce follow-up contributions is a crucial part of one’s L2 Interactional Competence (IC) and becomes a valuable interactional practice in securing intersubjectivity among the participants. The findings inform L2 language pedagogies about increasing learners’ sensitivity to the intricacies of dialogic and collaborative feedback talk from a micro-analytic perspective. This study aimed at exploring EFL learners’ resilience. To do so, the current study developed and validated a scale measuring EFL learners’ resilience according to the qualitative triangulated phase of this study. The procedure of the present mixed-methods research is as follows: QUAL → quan. In the qualitative phase of this study, 29 EFL learners contributed by participating in semi-structured interviews, open-ended questions, and research journals. The model conceptualized the determinants of EFL learners’ L2 resilience, including personal, metacognitive, and contextual factors, each associated with several sub-factors. Based on the model derived from qualitative analysis, the L2 resilience scale, comprising 21 items. It was then distributed among 321 EFL learners and validated via Confirmatory Factor Analysis (CFA). It was revealed that all items demonstrated satisfactory factor loading. Furthermore, the association of learner resilience scale (LRS) with two other closely-related constructs – buoyancy and achievement – was assessed in this research. This article discusses nexus analysis (NA) as a research strategy that provides specific tools for reflecting on the roles of researchers and participants in participatory research. While many research traditions use participatory methods and problematise what it means to participate in research, thus far the potential of nexus analytical concepts as tools to mediate such a reflection has not been discussed explicitly. In order to illustrate how NA promotes such reflections, we draw on four linguistic projects in multilingual settings that deal with (1) preservice teachers’ learning to design for language learning in hybrid environments on a university course, (2) plurilingual and collaborative teaching approaches to writing in language classrooms in secondary schools, (3) language socialisation of migrant mothers, and (4) family language policy in single-parent families. With this article, we demonstrate how the nexus analytical conceptual tools of ‘zone of identification’, ‘historical body’ and ‘interaction order’ facilitate reflection upon the researcher’s participatory engagement in various stages of the research process. We show that the lines between the roles of researchers and participants are blurry, in particular in research projects that focus on introducing social change. Additionally, we highlight the importance of reflecting on power relations between researchers and participants and how control over project direction and decisions can impact the representation and involvement of community members. This paper reports on a study on in-service and pre-service teachers’ language attitudes and perceived proficiency in two multilingual education contexts: the Basque Autonomous Community (Spain) and Friuli Venezia Giulia (Italy). The total sample was made up of 1,094 participants (553 pre-service teachers, 541 in-service teachers). Data were collected by means of the same questionnaire used in a study published in 2007, which this research replicates. The cross-country comparison highlights the impact of diverse language policies; the Basque Autonomous Community shows robust support for the minority language, Basque, in contrast to Friuli Venezia Giulia’s less supportive approach to Friulian. Similarities include teachers’ high perceived proficiency in the State language (Spanish and Italian respectively) and positive views on multilingualism (including the minority, the majority and English as a foreign language). Notably, in-service teachers express more favorable attitudes than their pre-service counterparts towards the minority language, but less favorable towards the State language. With this study, we aim to contribute to the ongoing discourse on multilingualism within an educational system that embraces multiple languages, aiming to provide potentially valuable insights for policy and teacher training practice. This paper explores the relationship between transnational media and the dramatic increase in English language users and uses within Kachru’s (1990. World Englishes and applied linguistics. World Englishes 9(1). 3–20) Expanding Circle. Traditionally, English has been considered a Foreign Language in the third and demographically largest sphere of Kachru’s (1990. World Englishes and applied linguistics. World Englishes 9(1). 3–20) World Englishes framework. Yet in recent decades, the language has spread significantly within speech communities in e.g., continental Europe, South America, and the Middle East. In contemporary Expanding Circle contexts, English has gained international and local uses, for interactions with individuals from abroad and fellow speech community members. Thus, English has evolved beyond its single, traditional role to acquire the added functions of Lingua Franca and Additional Language. This study examines these changing roles in connection with transnational media’s development over the last century, given the leading industry position of L1-English Hollywood. The paper reviews the transnational history of cinematic film, television programming, and video streaming on-demand, with their evolving top-down language policies and bottom-up viewer practices. The European context of Germany illustrates how English use within these domains over time reflects changing proficiencies and roles for the language. Multilingual individuals seem to possess a rich linguistic repertoire and utilise different languages for different purposes in various environments. Although analysing linguistic landscapes has great potential to provide insight into the nature of language use and could contribute significantly to language learning and teaching, less attention has been paid to studies in this direction. Considering this research gap, the current study set out to map translanguaging practices in public and digital spaces by bringing together academics, inservice teachers and teacher candidates in a multinational telecollaboration project. Analysis of the posts on Edmodo and illustrations collected during the project showed three main translanguaging practices: (a) flexible language use in social spaces, (b) crosslinguistic translanguaging practices in public spaces, and (c) unitary translanguaging practices in digital spaces. Quantitative analyses revealed positive attitudes regarding crosslinguistic awareness and the benefits of multilingual practises in the classroom. The study provides several implications for policymakers, researchers, and classroom practitioners. While existing literature has addressed teachers’ translanguaging practices in diverse educational settings, its integration into assessments remains limited. Adopting a participatory research design in the form of a teacher-research collaboration, the present study examined in detail how a content and language integrated learning (CLIL) teacher integrated translanguaging into a summative assessment in a Chinese immersion setting. I also delved into the perceptions of the teacher and her students regarding the assessment. The data were triangulated and included co-design notes, in-class and post-observation field notes, as well as transcripts of one-on-one interviews with the teacher and students. The findings show that the teacher skillfully integrated translanguaging, including using planned strategies and leveraging students’ full linguistic repertoires into the summative assessment. The concept of juntos (García, Ofelia, Susana I. Johnson & Kate Seltzer. 2017. The Translanguaging classroom: Leveraging student bilingualism for learning . Philadelphia, PA: Carlson), a collaborative dynamic among teachers and students appeared to play a major role in the assessment. Integrating translanguaging into the assessment appeared to render complex topics more comprehensible and relevant to the students’ lived experiences. Additionally, it is evident that the teacher–researcher collaboration deepened the teacher’s pedagogical practices in translanguaging and garnered positive feedback from students, indicating an increase in confidence, engagement, and the strengthening of their multilingual identities. I conclude with a call for assessments integrated with translanguaging, transmodalities, and co-learning practices, aiming to transform evaluations into affirmations of students’ funds of knowledge in today’s socio-cultural-political context. This paper focuses on the creative scripts in handwritten signs as part of the ‘linguistic landscape’ created by high school students of Yi ethnicity in Liangshan, China. It investigates the translanguaging practices of ethnic minority students and language teachers’ attitudes towards these sociolinguistic realities. It was found that Yi students adopted a wide range of translanguaging strategies such as trans-scripting, trans-modal writing, and trans-literation, but their translingual practices were mediated by the social orders inscribed in different spaces of the classroom. The more loosely managed the space, the more diverse students’ translanguaging practices would be. Language teachers tended to subscribe to the official ideology that primed standardised Chinese as the language for national unity and English as the global language. They generally held conservative attitudes towards the translanguaging practices exhibited by ethnic minority students. Examining the school’s linguistic landscape as publicly displayed language items from the theoretical lens of translanguaging, this study contributes important insights into the trans-lingual and trans-modal practices of Yi ethnic minority students in the Chinese context. This study explores the impact of translingual practices on Critical Language Awareness (CLA) in English as an Additional Language (EAL) writing education within a non-English Medium Instruction (non-EMI) Chinese higher education context. A case study approach was employed to investigate five students’ EAL writing practices and language ideologies. Data collection included screen recordings of students’ writing processes, semi-structured interviews, and their written products. The findings revealed that translingual practices facilitated CLA development. Students adeptly meshed their home language and English, which reflected a complex interplay of linguistic identity and power dynamics in academic settings. The study found that translingual practices enabled students to challenge monolingual ideologies and develop a critical understanding of the socio-political implications of language use. The findings indicate that translingual practices can not only facilitate content learning but also promote a deeper engagement with social justice issues within EAL writing education. Hence, this study emphasizes the necessity for EAL writing education to embrace translingual practices, thereby enriching students’ CLA. The present study examined incidental vocabulary learning (IVL) while considering word-related factors (i.e., word occurrence frequency and word relevance) and learner-related factors (i.e., English proficiency and prior vocabulary knowledge) in different input modes: reading, listening, and viewing captioned videos. Participants were 123 second-year university students learning English as a foreign language (EFL) in China. The participants were randomly assigned to four groups, i.e., three experimental groups of reading, listening, viewing with captions, and a control group. A YouTube video was used as the materials for the three experimental groups. The participants encountered 48 target words in the materials. The control group took the tests without attending the intervention. Learning outcome was based on two tests that measure word meaning recall and recognition while word occurrence frequency, word relevance, vocabulary knowledge, and proficiency were considered. The results indicate that the caption viewing condition was most effective, followed by the reading and listening conditions, in the incidental learning of meaning recall and recognition. The findings also suggest that frequency, word relevance, proficiency, and vocabulary knowledge significantly influenced the IVL outcomes for the immediate posttest. However, their impact was less straightforward for the delayed posttest. Relevant implications based on these findings were discussed. The present study utilized a parallel-process growth mixture modeling technique to investigate the heterogeneity in the development of speech fluency at the (sub)group level, and to explore the interrelationships between speech fluency and different types of emotions among 126 Chinese EFL learners for four months. The study identified salient patterns emergent out of the developmental process of speech fluency, with two developmental patterns for speech rate and two for mean length of run respectively. Interaction dynamics between speech fluency and different emotions were also revealed, with anxiety and enjoyment both negatively affecting the development of L2 speech fluency over time. This study shows that parallel-process growth mixture modeling is an efficient method for identifying the heterogeneity of language development within a larger population and for exploring dynamic relations over time. This paper enquires into the emergence of linguistic landscapes as cycles from fluid to frozen and fluid again. It is based on the first author’s ethnographic narratives of the appearance and disappearance of linguistic landscapes in a community coffeehouse in Hangzhou, East China. By moment analysis of the entanglements in everyday life that owners and customers share, we find that the meanings of the coffeehouse space are dynamically shaped by the intersections of their life trajectories and constant communication with others in ongoing everyday life. It is argued that linguistic landscapes emerge as a continuous flux, with language users’ care for others, willingness to correspond, and improvisation of linguistic and semiotic practices affected by their life trajectories. This paper will contribute to current research on language use in everyday space and fluid linguistic landscapes. In this study, we examined the extent to which fluency, pausing, and eye-gaze behaviours relate to linguistic complexity and accuracy in L2 independent and integrated writing task performance. Sixty Chinese L2 users of English performed two independent and two integrated TOEFL iBT tasks over two sessions. Their keystrokes and eye movements during task performance were captured. The written outputs were analysed in terms of linguistic complexity and accuracy. Linear mixed effects regression analyses revealed stronger relationships of fluency and pausing behaviours to linguistic complexity and accuracy for independent than integrated writing, while stronger relationships of eye-gaze behaviours to linguistic complexity and accuracy were identified for integrated than independent writing. In addition, we found that greater accuracy in writing was linked to shorter pause duration between words for independent writing and shorter forward saccades for integrated writing, writing behaviours associated with more automated linguistic encoding processes. While the implementation of English-medium instruction (EMI) in many elite universities is established as common sense, it is fraught with challenges and contradictions. In post-colonial multilingual contexts such as Hong Kong, we argue that EMI is sustained by neoliberal coloniality, whereby its status as an enduring legacy of the hegemonic colonial order is maintained by contemporary neoliberal imperatives. From a stancetaking perspective we examine how members of the public take up stances on EMI on an online forum, in response to an initial thread openly criticising its use on a social work programme at a Hong Kong university. Our analysis of 480 posts shows a range of stances with regard to three recurrent themes, namely practicality, flexibility and fairness. The findings indicate that EMI attracted strong affective rejection from some due to perceived impracticality and inflexibility in its implementation, as well as issues of inclusion in relation to students’ different linguistic repertoires. Conversely, they also reveal deeply entrenched ideologies supporting the use of EMI, most notably for its purported practicality and promised benefits. We conclude by reflecting on the value of stancetaking in understanding ideology and the specific ideological and practical implications of EMI in Hong Kong. Social network analysis (SNA) has recently drawn increasing scholarly attention in applied linguistics research in response to the social turn in the field. In this review, we analyze and identify the methodological characteristics and topical concerns of articles addressing SNA in Social Science Citation Index (SSCI) journals. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, we identify a total of 60 articles published between 1980 and 2023. Our analysis reveals that a growing body of research is adopting qualitative and mixed methods to examine the relationships between social networks and language learning, teaching and use. These findings confirm that social context constitutes an essential part of the ecosystem intertwined with various cognitive, social, and psychological factors, which have a synergistic impact on language learning and teaching. While these studies show that social networks afford learners with valuable linguistic, emotional, and social resources, they reveal that networks may also exert negative influences in their learning behaviors in some contexts. We conclude the review with recommendations for future research to broaden the scope of investigations and consider exploring how different types of social networks at meso- and macro-levels may influence the learning and teaching of language.

Editor-in-Chief:
Professor Li Wei (李嵬), PhD, FAcSS, FRSA
Chair of Applied Linguistics, UCL Institute of Education, University College London
Chair, University Council of General & Applied Linguistics ( UCGAL ), UK
alr@degruyter.com

Associate Editors

Editorial Board
David Block (ICREA/Universitat Pompeu Fabra, Spain)
Kingsley Bolton (Nanyang Technological University, Singapore)
Patricia Duff (University of British Columbia, Canada)
Diana Eades (University of New England, Australia)
Xuesong Andy Gao (University of New South Wales, Australia)
Yihong Gao (Beijing University, China)
Ofelia Garcia (City University of New York Graduate Center, USA)
Christina Higgins (University of Hawai'i at Manoa, USA)
Nancy Hornberger (University of Pennsylvania, USA)
Alex Housen (Vrije Universiteit Brussel, Belgium)
Andy Kirkpatrick (Griffith University, Australia)
Claire Kramsch (University of California, Berkeley, USA)
Annelies Kusters (Heriot-Watt University, UK)
Angel M. Y. Lin (Simon Fraser University, Canada)
† Tim McNamara (University of Melbourne, Australia)
Leketi Makalela (University of the Witwatersrand, South Africa)
Ben Rampton (King's College, London, UK)
David Singleton (University of Pannonia, Veszprém, Hungary)
Anna Verschik (Tallinn University, Estonia)
Terrence G. Wiley (Arizona State University, USA)
Bencie Woll (University College London, UK)
Lawrence Jun Zhang (University of Auckland, New Zealand)

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