This paper proposes the replication of Bird's (2010) and Serrano's (2011) studies, which examined distribution of practice effects in second language acquisition (SLA). These studies, which took place in authentic classroom contexts, produced conflicting results regarding the degree to which the learning of a second language (L2) benefited from distributed instruction. In the first part of the paper, I discuss the distribution of practice research in the learning and teaching of L2s. I then describe Bird's (2010) and Serrano's (2011) work, and highlight the strengths and limitations of the approaches of these studies. Finally, a number of approaches to approximate replications are suggested for each study in order to assess the reliability, internal validity, and generalizability of the original findings

This timeline provides an update on research since 2009 involving auditory-visual (AV) input in spoken language processing (see Hardison, 2010 for an earlier timeline on this topic). A brief background is presented here as a foundation for the more recent studies of speech as a multimodal phenomenon (e.g., Rosenblum, 2005).

This paper reviews a selected sample of 24 doctoral dissertations in language assessment (broadly defined), completed between 2006 and 2011 in Canadian universities. These dissertations fall into five thematic categories: 1) reliability, validity and factors affecting test performance; 2) washback (impact) and ethics; 3) raters, rating and rating scales; 4) classroom-based research: teaching, learning and assessment; and 5) vocabulary learning, lexical proficiency and lexical richness. The themes were categorized according to the International Language Testing Association (ILTA) bibliographical categorization index. We identify trends such as the methodological strength of complex mixed methods research design, which enhances the validity of the research findings: 16 (67%) took a pragmatic (rather than paradigmatic) approach in their use of mixed methods, with four (17%) opting for multi-method quantitative approaches and four (17%) for qualitative. We also discuss the depth and breadth of these dissertations and situate their scholarly contributions within Canadian and international research on language assessment.

Research into young learners' metalinguistic awareness has led to both definitions of the construct and key findings about its role in children's cognitive and linguistic development. I briefly summarise this research before introducing two established theoretical models that can help us understand the concept of metalinguistic awareness more broadly: Ellen Bialystok's classic dichotomy of analysis of knowledge and control of processing, and Rod Ellis's notion of explicit (second language) knowledge. This is followed by an overview of measures of metalinguistic awareness that have been used in empirical studies to date as well as an illustration and critique of selected measures. As a result, I propose a model that combines features of the two previous frameworks by conceptualising knowledge representations and processes in terms of (1) how implicit/explicit and (2) how specific/schematic they are. I explain this model to illustrate how it can serve as a useful thinking tool. In particular, I argue that the model not only allows us to theorise measures of metalinguistic awareness more clearly and easily, but that it can also capture tasks aimed at assessing other linguistic and cognitive abilities. The article concludes with a brief outlook on future research into metalinguistic awareness.

CLIL and Immersion Classrooms: Applied Linguistic Perspectives (www.ichm.org/clil/) is one of a number of research networks (ReNs) established under the auspices of AILA. It was founded after the first CLIL Symposium, held in Vienna in July 2005. The network connects applied linguists who focus their research interests on educational settings which make use of an additional language for teaching and learning diverse content areas and thus engage in content and language integrated learning, or CLIL. Thus, this ReN provides researchers with a platform for presenting investigations on any type of classroom-based learning undertaken in a language other than the learners' first or previous language of education. This includes not only typical immersion settings of immigrant learners being integrated into mainstream education and use of the dominant language but also, and more centrally, the more recent phenomenon of using a foreign language as the medium of instruction, which has become an increasingly popular teaching approach at all educational levels in Europe and beyond, as recent publications show (Eurydice Report 2006; Marsh & Wolff 2007; Wilkinson & Zegers 2007).

At a time of diminishing resources, the sum of apparently minor personal decisions about food can have immense impact. These individual choices are heavily influenced by language, as those with vested interests seek to persuade individuals to act in certain ways. This makes the language of food politics a fitting area for an expanding applied linguistics oriented towards real-world language-related problems of global and social importance. The paper draws upon five consecutive research projects to show how applied linguistics research may contribute to public policy and debate, and also how, by entering such new arenas, it can develop its own methods and understanding of contemporary language use.

“An extremely timely, thoughtful, and well-informed discussion in applied linguistics and beyond concerning open science. The essay seeks to engage with a broad audience and to dispel some of the persisting myths around open science and would be read fruitfully by many in the field”.

This article reviews a purposive sample of 16 doctoral dissertations in second language (L2) education, completed between 2014 and 2018 and published in German, in Germany. Among the 103 relevant dissertations found from this period, a total of 12 thematic strands were identified, of which five were chosen as being particularly common and thus warranting a more in-depth review: (1) learning and teaching about culture in the language classroom, (2) literary texts in L2 education, (3) bilingual models of learning and teaching, (4) plurilingual teaching and learning, and (5) language teacher education and teacher training. We identify relevant topics and relate these to trends in research methodology (qualitative/quantitative/mixed-methods). We also discuss the depth and breadth of these dissertations and situate their scholarly contributions within German and international research on language education.

Since at the turn of the twenty-first century heritage language (HL) research and education was a new field emerging, this research timeline traces the complete history of the field in the US through 2016. It highlights how theories and perspectives have changed, been challenged, and widely accepted. The field's roots are in Spanish since, as the language of the most numerous immigration group, it has long been a commonly taught language in the US.

Presented at the American Association for Applied Linguistics Annual Conference, Denver, Colorado; 23 March 2009.

What does it mean to learn a word? How can we tell when a sequence of letters or sounds becomes a word in the mind of the learner? While many second language (L2) vocabulary teaching and learning studies continue to use traditional vocabulary tests to measure learning (such as multiple choice, translation, gap-fill), these measures tend to come short when researchers want to address theoretical questions about the nature of L2 word knowledge. In the present paper, I argue for conceptualising word learning as lexicalisation, which necessitates the use of alternative approaches to measuring learning. I then propose approximate and conceptual replications of two theoretically motivated L2 word learning studies, Elgort (2011) and Qiao and Forster (2017), that used the Prime Lexicality Effect as a measure of lexicalisation of deliberately learned L2 words.

05–63Brantmeier, Cindy (Washington U, USA; cbrantme@artsci.wustl.edu). Effects of reader's knowledge, text type, and test type on L1 and L2 reading comprehension in Spanish. The Modern Language Journal (Madison, Wl, USA) 89.1 (2005), 37–53.

05–64Fisher, R (U of Exeter, UK; r.j.fisher@exeter.ac.uk). Teacher–child interaction in the teaching of reading: a review of research perspectives over twenty-five years. Journal of Research in Reading (Oxford, UK) 28.1 (2005), 15–27.

05–65Fukkink, Ruben G., Hulstijn, Jan & Simis, Annegien (U of Amsterdam, The Netherlands; R.G.Fukkink@uva.nl). Does training in second-language word recognition skills affect reading comprehension? An experimental study. The Modern Language Journal (Madison, Wl, USA) 89.1 (2005), 54–75.

05–66Jewitt, Carey (Institute of Education, U of London), Jones, Ken & Kress, Gunther. English in classrooms: only write down what you need to know: annotation for what?English in Education (Sheffield, UK) 39.1 (2005), 5–18.

05–67Kapitze, C. & Bruce, B. C. (Brisbane, Australia; c.kapitzke@uq.edu.au). The arobase in the libr@ry: new political economies of children's literature and literacies. Computers and Composition (New York, USA) 22.1 (2005), 69–78.

05–68Kress, Gunter (U of London, UK; g.kress@ioe.ac.uk). Gains and losses: new forms of texts, knowledge, and learning. Computers and Composition (New York, USA) 22.1 (2005), 5–22.

05–69McCarthey, Sarah J. & Earnest García, Georgia (U of Illinois at Urbana-Champaign, USA). English language learners' writing practices and attitudes. Written Communication (London, UK) 22.1 (2005), 36–75.

05–70Menon, Shailaja (U of Colorado, Boulder, USA; Shailaja.Menon@Colorado.edu) & Hiebert, Elfrieda H. A comparison of first graders' reading with little books or literature-based basal anthologies. Reading Research Quarterly (Newark, DE, USA) 40.1 (2005), 12–38.

05–71Petric B. (Central European U, Budapest, Hungary). Contrastive rhetoric in the writing classroom: a case study. English for Specific Purposes (Oxford, UK) 24.2 (2004), 213–228.

05–72Ramachandran, Subhadra (York U, Canada). Integrating new technologies into language teaching: two activities for an EAP classroom. TESL Canada Journal (Burnaby, Canada) 22.1 (2004), 79–89.

05–73Rollinson, P. (paul.rollinson@uam.es). Using peer feedback in the ESL writing class. ELT Journal (Oxford, UK) 59.1 (2005), 23–30.

05–74Rubin, Bella (Tel Aviv U, Israel; brubin@post.tau.ac.il), Katznelson, Helen & Perpignan, Hadara. Learning for life: the potential of academic writing courses for individual EFL learners. System (Oxford, UK) 33.1 (2005), 17–27.

05–75Scherff, Lisa (U of Tennessee, USA) & Piazza, Carolyn. The more things change, the more they stay the same: a survey of high school students' writing experiences. Research in the Teaching of English (Urbana, IL USA) 39.3 (2005), 271–304.

05–76Schmidt, Claudia (Albert-Ludwig-U, Freiburg, Germany). Wörter lemen durch Lesen: eine empirische Untersuchung zum Strategieeinsatz des indirekten Lemens bei fortgeschrittenen japanischen DaF-Lernem/-innen [Learning words through reading. An empirical investigation into strategies of incidental learning-the case of Japanese advanced learners of German as a foreign language]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 72–82.

05–77Shapiro, Amy M. & Waters, Dusty L. (U of Massachusetts, Dartmouth, USA; ashapiro@umass.edu). An investigation of the cognitive processes underlying the keyword method of foreign vocabulary learning. Language Teaching Research (London, UK) 9.2 (2005) 129–146.

05–78Taylor, Barbara M. (U of Minnesota, Minneapolis, USA; bmtaylor@umn.edu), Pearson, P. David, Peterson, Debra S. & Rodriguez, Michael C. The CIERA School Change Framework: an evidence-based approach to professional development and school reading improvement. Reading Research Quarterly (Newark, DE, USA) 40.1 (2005), 40–69.

05–79Wong, Albert, T. Y. (Hong Kong U, Hong Kong; atywongl@hkucc.hku.hk). Writers' mental representations of the intended audience and of the rhetorical purpose for writing and the strategies that they employed when they composed. System (Oxford, UK) 33.1 (2005), 29–47.

05–80Zhang, Ruwen (Zhejiang U of Finance and Economics, China; ruwenvera@hotmail.com). Using the principles of Exploratory Practice to guide group work in an extensive reading class in China. Language Teaching Research (London, UK) 8.3 (2004), 331–345.

When I look back over my career as a teacher-trainer and researcher, I can see two themes that run through my work. The first theme is my concern for the practical issues of teaching English as a foreign language (EFL), with the strong proviso that practice must be based as far as possible in research. For me this represents the applied in applied linguistics. The second theme is a concern for seeing what the parts are that make up the whole. I think underlying this concern is the desire to see the principles governing the way the parts go together, and underlying this is a tendency to want to see what is simple and rule-based. Knowledge needs to be communicated to others and this is best done if we are aware of the important basic principles and components, and can present them as simply as possible.

This paper makes the case for close and approximate replications of Erlam (2005) and a conceptual replication of Roehr-Brackin and Tellier (2019). The two studies recommended for replication are informed by research on explicit and implicit knowledge, learning and teaching. They are ecologically valid classroom studies with either adolescent or child learners as participants and thus investigated as yet relatively under-represented populations in the field of instructed second language acquisition (SLA). Erlam (2005) identified a levelling effect of a particular method of explicit instruction, while Roehr-Brackin and Tellier (2019) showed that language-analytic ability has a role to play even in younger children's language learning. The researchers’ approaches duly reflect the need to take into account cognitive individual learner differences when working in intact classrooms. As the findings of each of the original studies have potentially profound implications for theory and practice in the field, replication is deemed both timely and desirable. In order to facilitate this endeavour, the key features of the original studies are summarised, and specific proposals on the methodological characteristics of suitable replication studies are put forward.

There has been a great deal of research on first language (L1) and second language (L2) learning through meaning-focused input since Nagy, Herman & Anderson's (1985) seminal study of incidental vocabulary learning through reading. Two strands of research within this area are incidental vocabulary learning through listening and guessing from context. This article discusses widely-cited studies from each of these areas – Elley (1989) and Liu & Nation (1985) – that deserve to be replicated. Both studies made important contributions to the field, were original in their designs, and advanced our understanding of how vocabulary is learned in context. The benefits of replicating these two studies are described and several suggestions are made for how the replications might be completed.