Resumo A gestão de conflitos surge como uma alternativa viável para abordar as causas subjacentes quando surgem diferenças entre os membros de uma organização. Este artigo tem como objetivo propor um modelo de conciliação para gerir as causas de conflito entre os alunos de espanhol como segunda língua e o pessoal docente costa-riquenho de uma agência estrangeira, responsável pela preparação de candidatos voluntários em aspectos culturais, linguísticos e técnicos para o seu futuro emprego. Baseia-se nos resultados de uma investigação anterior que identificou as causas do conflito em ambos os grupos. O modelo de conciliação com uma abordagem colaborativa foi escolhido, uma vez que procura satisfazer todas as partes envolvidas através de uma estratégia em que todos ganham. Como resultado, foi concebido um modelo de conciliação em três fases, que inclui várias actividades presenciais e virtuais adaptadas ao período de formação limitado de três meses oferecido pela agência. Além disso, o modelo é apoiado por princípios de administração estratégica da educação, incluindo um ciclo de transformação e melhoria contínua que começa com a visão e a missão da entidade e continua com fases de planeamento, organização, avaliação e feedback

Résumé La gestion des conflits apparaît comme une alternative viable pour traiter les causes sous-jacentes lorsque des différences apparaissent entre les membres d’une organisation. Cet article vise à proposer un modèle de conciliation pour gérer les causes de conflit entre les apprenants d’espagnol en tant que deuxième langue et le personnel enseignant costaricien d’une agence étrangère, qui est chargée de préparer les candidats volontaires aux aspects culturels, linguistiques et techniques de leur futur emploi. Il est basé sur les résultats d’une recherche antérieure qui a identifié les causes du conflit dans les deux groupes. Le modèle de conciliation avec une approche collaborative a été choisi, car il cherche à satisfaire toutes les parties impliquées grâce à une stratégie gagnant-gagnant. En conséquence, un modèle de conciliation en trois étapes a été conçu, qui comprend diverses activités en personne et virtuelles adaptées à la période de formation limitée de trois mois offerte par l’agence. En outre, le modèle s’appuie sur les principes de l’administration stratégique de l’éducation, y compris un cycle de transformation et d’amélioration continue qui commence par la vision et la mission de l’entité et se poursuit par des étapes de planification, d’organisation, d’évaluation et de retour d’information.

Abstract Conflict management emerges as a viable alternative for addressing underlying causes when differences arise among members of an organization. This paper aims to propose a conciliation model to manage the causes of conflict between learners of spanish as a second language and costa rican teaching staff at a foreign agency, which is responsible for preparing volunteer candidates in cultural, linguistic, and technical aspects for their future job. It is based on the results of previous research that identified the causes of conflict in both groups. The conciliation model with a collaborative approach was chosen, as it seeks to satisfy all the parties involved through a win-win strategy. As a result, a three-stage conciliation model was designed, which includes various in-person and virtual activities tailored to the limited three-month training period offered by the agency. In addition, the model is supported by principles of strategic educational administration, including a cycle of transformation and continuous improvement that begins with the vision and mission of the entity and continues with stages of planning, organizing, evaluating, and providing feedback

Resumen La gestión de conflictos se presenta como una alternativa posible para resolver las causas subyacentes cuando emergen diferencias entre los miembros de una organización. Este trabajo tiene como objetivo proponer un modelo de conciliación para gestionar las causas de conflicto entre aprendientes del español como segunda lengua y el profesorado costarricense de una agencia extranjera, la cual está encargada de preparar a aspirantes a voluntariado en aspectos culturales, lingüísticos y técnicos para su futura labor. Se fundamentó en los resultados de una investigación previa que identificó las causas de conflicto en ambos grupos. Se seleccionó el modelo de conciliación por su enfoque colaborativo, que busca satisfacer a todas las partes involucradas mediante una estrategia de ganar-ganar. Como resultado, se diseñó un modelo de conciliación de tres etapas que incluye diversas actividades presenciales y virtuales, diseñadas para ajustarse al periodo limitado de tres meses de capacitación que ofrece la agencia. Además, el modelo se sustenta en principios de administración educativa estratégica, incluyendo un ciclo de transformación y mejora continua que comienza con la visión y misión de la entidad, y continúa con etapas de planificación, organización, evaluación y retroalimentación.

In hierdie artikel word 'n evaluerende oorsig van empiriese studies oor woordeboekgebruik en taalleer aangebied, met die doel om die ontwikkeling van die veld asook die tendense in die veld oor 'n spesifieke tydperk, sistematies te ondersoek. Gebaseer op die analise van die inhoud van 104 joernaalartikels wat tussen 1992 en 2024 gepubliseer is, word daar verskeie belangrike bevindings in hierdie studie gemaak. Die ontleding van publikasietendense dui daarop dat daar 'n oplewing in navorsingsbelangstelling ná 2010 is, grootliks as gevolg van die opkoms van die digitale tegnologie en die toenemende erkenning van die rol van woordeboeke in selfgerigte leer. Terwyl die "Groot Ses"-woordeboeke wyd in studies gebruik word, het hul elektroniese eweknieë ontwikkel in die dominante woordeboekvorm, wat die impak van die Digitale Revolusie weerspieël. Daar word aan die lig gebring dat ontwerpstudies wat gemengde metodes behels, al meer voorkom, wat toenemende besorgdheid in die veld weerspieël oor sowel die leeruitkoms wat deur woordeboekgebruik teweeggebring word as die leerders se kognitiewe prosesse wat by woordeboeknaslaangedrag betrokke is. Daar is ook bevind dat daar oormatig gesteun word op gevorderde en intermediêre EVT-/ETT-leerders om resultate te verkry, wat die behoefte aan navorsing wat leerders van uiteenlopende tweedetaaldoeltale en gevarieerde tweedetaalvaardigheidsvlakke betrek, beklemtoon. Ten spyte van die groot potensiaal van elektroniese woordeboeke om taalleer in domeine soos die grammatika, pragmatiek en uitspraak te ondersteun, bly navorsing op hierdie gebiede, verrassend genoeg, beperk. Hierdie evaluerende oorsig beklemtoon die behoefte aan verdere navorsing, veral dié wat met longitudinale ontwerp en in natuurlike kontekste uitgevoer word, om sodoende 'n holistiese opvatting te bevorder van hoe woordeboeke taalleer kan verbeter.

This study presents a scoping review of empirical studies on dictionary use and language learning, with the aim to systematically examine the development and trends of the field across a specific timespan. Based on the content analysis of 104 journal articles published between 1992 and 2024, this study has several major findings. The analysis of publication trends indicates that there is a surge in research interest after 2010, largely due to the rise of digital technology and the increasing recognition of the role of dictionaries in self-directed learning. While the "Big Six" dictionaries are widely used across studies, their electronic counterparts have evolved as the dominant dictionary form, mirroring the impact of the Digital Revolution. It is revealed that there is a growing presence of mixed-method design studies, reflecting the field's increasing concern for both the learning outcome induced by dictionary use and learners' cognitive processes involved in dictionary look-up behavior. It is also found that there is an overreliance on advanced and intermediate EFL/ESL learners to generate conclusions, underscoring the need for studies involving learners of diverse target L2s and varied L2 proficiency levels. Surprisingly, despite the huge potential evinced by electronic dictionaries to support language learning in areas like grammar, pragmatics, and pronunciation, research in these domains remains limited. This scoping review underscores the need for further research, especially those conducted with longitudinal design and in naturalistic contexts, to foster a holistic understanding of how dictionaries can enhance language learning.

BACKGROUND: The need to examine teachers' learning activities in reading literacy instruction arises from concerns about reading proficiency levels in the Namibian Junior Primary phase, where reading literacy is a fundamental skill crucial for academic success. AIM: The study examined the learning activities used for reading literacy instruction in selected Namibian Junior Primary (JP) schools focused on Grade 3 teachers. SETTING: The study was conducted in selected Oshana region JP schools focused in three diverse classroom settings. METHODS: The study used secondary qualitative data that were collected by the Oshana Regional Directorate of Education through interviews and classroom observations to examine the teaching practices Grade 3 teachers were using for reading literacy instruction. The study explores the reading literacy practices of teachers that they have adapted from continuous professional development programs and ministerial policies. RESULTS: The findings indicate that the participants in this study were utilising a variety of learning activities to enhance reading literacy skills. These activities are phonological activities (phonics, phonological awareness activities, and the Jolly Phonics programme) and interactive activities (shared reading and reading corner activities) for reading literacy instruction. CONCLUSION: In conclusion, participants employed a range of methods to enhance reading instruction. They utilised phonological strategies like phonics and the Jolly Phonics programme to develop language skills, alongside interactive practices such as shared reading to improve fluency and foster a love for reading. CONTRIBUTION: The findings can inform educational policies, curriculum development, and initial teacher education programmes, ultimately improving reading literacy outcomes for learners in Namibia and beyond.

BACKGROUND: The Progress in International Reading and Literacy 2021 results draw stark attention to an ongoing crisis in primary education in South Africa. Research attempting to understand and address continued underperformance has focused on literacy learning and teaching in schools where the language of learning and teaching (LOLT) is the same as the learners' home language. What has yet to be addressed is that a significant dilemma still exists for the many English Second Language (ESL) learners who attend schools where the LOLT is English AIM: To establish to what extent involvement in the Whistle Stop School (WSS) early grade reading programme impacts on reading rate and comprehension performance for ESL learners learning to read in English SETTING: This research examines the WSS programme in partnership with a local quintile three school METHODS: Longitudinal, quantitative secondary data was used from oral reading fluency and comprehension assessments conducted annually over the first six years of the programme RESULTS: Results showed that involvement in the WSS programme had a significant impact on learner performance, with those learners involved in the programme notably outperforming those not in the programme and existing national benchmarks CONCLUSION: Small-scale though the WSS is, the results demonstrate that with the right approach, the national goal to see every 10-year-old learner reading for meaning may be achievable CONTRIBUTION: This research aims to contribute to national conversations around early grade reading in South Africa by addressing the paucity of early grade reading learning research, specifically for ESL learners where LOLT is English

Mathematics is one of the critical subjects studied worldwide and is a major for all science faculties and careers. However, it is 1 of the subjects in which performance is poor in all educational phases and bands. Therefore, with this research we aimed to consider the use of mother tongue in the learning and teaching of mathematics in schools. This qualitative research was a descriptive case study conducted in the OR Tambo Inland district, which comprises 2 satellite towns, Mthatha and Qumbu in the Eastern Cape province of South Africa. The focus area for the study was the Qumbu satellite. Twenty-four participants were selected through purposeful sampling. Participants were grouped in 4 focus groups with 6 members in each. An interview schedule guide with semi-structured and open-ended questions was used to collect data. A thematic approach and facts were used for data analysis and presentation. Research shows that the use of mother tongue is beneficial for all learners in all subjects, however, this is not what many teachers believe. We conclude with the recommendation that the broad South African community should be schooled in the value and impact of the use of mother tongue in education or consideration of mother-tongue-based bilingual education (MTBBE). There is a need for South Africans to understand the concept of MTBBE better. It provides advantages such as providing learners with an increased ability to think deeply, to express themselves clearly and to improve academic performance (Stoop, 2017).

BACKGROUND: Reading comprehension is one of the most important skills a learner needs for academic achievement and is something which many South African learners lack. Studies suggest that explicit teaching of comprehension strategies has the potential to improve literacy. AIM: The aim of this article is to determine the role of explicit teaching of reading comprehension strategies to an English as a second language (ESL) learner SETTING: This study was conducted at a dual-medium quintile 5 primary school in the Western Cape. Quintile 5 are affluent schools (fee-paying schools) which receive less funding from the government. This is a single case study with a Grade 4 ESL learner. The medium of instruction was English. METHODS: This is a qualitative interpretive study in which the researcher used an observation and interview schedules to collect data. Pre- and post-tests were conducted before and after the intervention programme (IP RESULTS: It was evident from the findings that the explicit teaching of three reading comprehension strategies and one-on-one interactions and guidance from the teacher enabled the learner, who is in Grade 4, to acquire critical thinking skills. The learner's literacy improved, which boosted her self-confidence. CONCLUSION: As the three reading comprehension strategies were constantly and explicitly taught throughout the IP, these collaborative, multitiered approaches began to develop the learner's habit of thinking in a higher-order manner. She began to develop a mindset of critical thinking, even in her second language.

BACKGROUND: English Second Language (ESL) learners have difficulty constructing sentences due to internalising information in their home language and thereafter translating it into English. Learners who have difficulty speaking English generally encounter problems writing it, which hampers their creative writing abilityOBJECTIVES: The purpose of the research was to identify a teaching strategy to facilitate ESL learners with creative writing. This study explored the influence of flashcards on the creative writing skills of Grade 1 ESL learners and improved the researchers' teaching practiceMETHOD: This qualitative study depicted an action research design and utilised an inductive approach to data analysis. Convenience sampling was used when selecting the participants who were 31 Grade 1 learners in a school in Pietermaritzburg. The flashcards were used during the implementation stage of the action research process as an intervention to enhance learners' creative writing skillsFINDINGS: The findings indicate that learners who participated in the study had improved in their written assessments. There were three themes identified, which included misspelt words, incorrect use of tenses and ungrammatical sentence construction. Flashcards revealed the correct sentence writing techniques by depicting sentences. Learners' written pieces were more logical and they participated actively during lessons. This enhanced the researcher's teaching practice, which catered to both visual and auditory learnersCONCLUSION: The findings suggest that the use of flashcards had a positive effect on ESL learners' creative writing skills. This encouraged participatory teaching and learning, which can be of benefit to many teachers seeking to engage learners using alternate learning styles

Resumen Previos estudios han informado de la falta de competencia en la ubicación y las dificultades entre los estudiantes de inglés como segunda lengua (ESL). Sin embargo, las combinaciones de palabras son cruciales en la adquisición de un segundo idioma. Esta investigación examinó el conocimiento receptivo y productivo de las combinaciones de palabras entre los estudiantes de administración de la Universidad COMSATS de Islamabad (Campus de Vehari) que estudiaron ESL. También investigó la brecha en el uso de estas combinaciones a nivel receptivo y productivo. La muestra incluyó 61 hombres y 39 mujeres, de un total de 100. Empleando un enfoque cuantitativo, recopilamos los datos mediante un cuestionario y dos pruebas de colocaciones, y los analizamos por medio del programa SPSS versión 20. El resultado general de la prueba de colocación indicó que el 66,4 % de los encuestados tenía la respuesta correcta a nivel receptivo y solo el 33,7 % a nivel productivo. Además, el resultado estadístico presentó una gran brecha en la capacidad de utilizar combinaciones de palabras en los niveles productivo y receptivo. Este resultado también afirmó que, a pesar de su capacidad para comprender las combinaciones de palabras, los estudiantes tenían dificultades para identificar con seguridad las combinaciones de palabras adecuadas en inglés. Las experiencias en el idioma local y nativo podrían ser una de las razones que hicieron que los estudiantes no tuvieran más confianza en identificar las combinaciones de palabras en inglés.

Abstract Previous studies have reported lack of collocational competence and difficulties among English as a second language (ESL) learners. However, collocation is crucial in second language acquisition. This research examined the receptive and productive knowledge of collocations among the business students of COMSATS University Islamabad Vehari Campus who studied ESL. It also investigated the gap in the use of collocations at a receptive and productive level. The sample included 61 males and 39 females out of the total sample size of 100. Employing a quantitative approach, we gathered the data through a questionnaire and two collocations tests, and we analysed them via SPSS version 20. The overall result of the collocation test indicated that 66.4% of the respondents had the correct answer at the receptive level compared with only 33.7% at the productive level. Moreover, the statistical result presented a great gap in the ability to utilise collocations at the productive and receptive levels. This result also affirmed that despite their ability to understand the collocations, the students had difficulties in identifying proper English collocations confidently. Local and native language experiences might be one of the reasons that caught the students from being more confident in identifying the English collocations.

Resumen Este artículo estudia el uso de diferentes tipos de oraciones por parte de estudiantes de inglés como segunda lengua en un curso de escritura. El estudio incluye tres subdivisiones de las oraciones: (a) tipos de oración, (b) combinación de oraciones, y (c) patrones de oración. Aunque la variedad de oraciones es parte del currículo, el uso real de las estructuras no ha sido medido hasta el momento. Al comprender el uso de las estructuras por parte del estudianteado, es posible proponer cambios curriculares válidos en el programa de idiomas. Este proyecto cualitativo ha sido llevado a cabo al analizar 36 párrafos escritos por estudiantes que cursan su primer curso oral en un bachillerato en inglés. Cada oración ha sido examinada individualmente. Los resultados demuestran que 14.54% de las oraciones presenta algún tipo de error. Los tipos de error incluyen: 12 fragments (2.77%), 29 fusedsentences (6.69%), y 22 commasplices (5.08%). El resto de las oraciones tradicionales analizadas fue de 370 (85.45%). Se demuestra que los estudiantes favorecen ciertos tipos de estructuras mientras ignoran otras. Por lo tanto, las demandas del currículo y la producción escrita del estudiantado carece de coherencia. Consecuentemente, se deben incorporar cambios curriculares para mejorar la producción escrita del estudiantado.

Resumo Resumo: Este artigo estuda o uso da variedade de frases utilizadas por parte dos estudantes de inglês como segundo idioma, num curso de redação. O estudo inclui três subdivisões de uma frase: (a) tipos de frase, (b) combinação de frase e (c) padrões de frases. Apesar da variedade de frases ser parte do currículo, o uso real de estruturas de frases nunca foi medido até o momento. Ao entender o uso das estruturas de frases por parte dos estudantes, é possível propor alterações curriculares válidas no programa do idioma. Este projeto qualitativo foi realizado ao serem analisados 36 parágrafos escritos por estudantes que cursam pela primeira vez um curso oral num bacharelado em inglês. Cada frase foi examinada individualmente. Os resultados encontrados indicam que 14,54% das frases apresentaram um tipo de erro. Os tipos de erros incluídos foram: 12 fragmentos (2,77%), 29 sentenças condensadas (6,69%) e 22 vírgulas seguidas (5,08%). O número restante de frases tradicionais estudadas foi de 370 (85,45%). Estes resultados demonstram que os estudantes preferem certos tipos de estruturas e ignoram outras. Portanto, as demandas do currículo e a produção escrita dos estudantes carecem de coerência. Consequentemente, as mudanças curriculares devem ser incorporadas para melhorar a produção escrita dos estudantes.

Abstract This article studies students’ use of sentence variety in an ESL writing course. The study includes three sentence features: (a) sentence types, (b) sentence combining, and (c) sentence patterns. Although sentence variety is part of the curriculum, the actual use of sentence structures has not been measured so far. By understanding students’ use of sentence structures, it is possible to propose valid curricular changes in the language program. This quantitative project has been carried out by analyzing 36 paragraphs written by students in the first writing course of a B.A. in English. The study included 433 sentences. Each sentence was examined individually. Data shows that 14.54% of the sentences presented a type of error. The types of errors included were the following: 12 fragments (2.77%), 29 fused sentences (6.69%), and 22 comma splices (5.08%). The remaining number of traditional sentences studied was 370 (85.45%). Results demonstrate that students favor certain types of structures and ignore others. Therefore, the demands of the curriculum and the written production of students lack coherence. Consequently, curricular changes must be incorporated to improve students’ written production.

BACKGROUND: Studies indicate that difficulties English second language (ESL) learners experience in the classroom may not be attributed to only listening comprehension of the language of learning and teaching (LoLT). ESL learners' performance-related difficulties may increase when linguistic complexity is added to auditory comprehension tasks. Limited research is available on the auditory skills of ESL learners and listening comprehension in ESL learners younger than 12 years. AIM: To determine which areas of auditory skills and listening comprehension Grade 1 ESL learners find most difficult. SETTING: The study was conducted at two independent primary schools in an urban setting of the Tshwane district, Gauteng province, South Africa where the LoLT is English. METHODS: A static two-group comparison design was used. Data were collected from two similar independent urban schools. The research group comprised ESL learners (n = 15) exposed to English for 12-18 months. The control group comprised English first language (EFL) learners (n = 15). The digits-in-noise (DIN), children's auditory processing performance scale (CHAPPS) and listening comprehension test 2 (LCT-2) were used. Six Grade 1 teachers participated in this study. RESULTS: Majority of the participants (n = 25) passed the DIN test. In the overall scores for the CHAPPS and LCT-2, significant differences were found between the two groups (p = 0.024; p = 0.001). Strong agreements were found between the ESL participants' test results for the CHAPPS and LCT-2. Results indicate that ESL learners experience significant difficulties with higher linguistically dependent auditory skills and listening comprehension tasks. CONCLUSION: ESL learners achieved poorer scores as the listening tasks became more linguistically demanding. Specific layers of auditory skill and listening comprehension difficulties when listening in their LoLT were identified in the ESL learners. Targeted intervention and curriculum support with the help of a speech-language therapist can be provided.

Resumen: El objetivo de este artículo es identificar el léxico disponible de un grupo de aprendices de español como lengua extranjera (ELE) de nivel de competencia lingüística B1 en tres centros de interés: la ciudad; alimentos y bebidas, y medios de transporte, mediante la aplicación de una encuesta de disponibilidad léxica. Los resultados indican que el centro de interés que impulsó mayor cantidad de entradas léxicas fue alimentos y bebidas. Se puede inferir que el léxico de los aprendices de ELE en función de los centros de interés en estudio se encuentra acorde con el nivel de proficienciaB1 -según las nociones básicas del Marco común europeo de referencia (MCER) para las lenguas- y que avanza hacia una consolidación en los posteriores niveles. La aplicabilidad que tiene este tipo de investigación se ve reflejada en el ámbito de la enseñanza de segundas lenguas, específicamente, en la selección adecuada de vocabulario para las clases de ELE por parte de los docentes, quienes deben considerar las unidades léxicas tanto disponibles como frecuentes.

Abstract: The aim of this scientific article is to determine the lexical competence of a group of learners of Spanish as a Foreign Language (SFL) at B1 proficiency level in three interest centers: foods and beverages, the city, and means of transportation. The study was conducted by using a Lexical Availability poll. The results show that the interest center that triggered the biggest amount of lexical entries was foods and beverages. It can be inferred that the lexical competence of learners of SFL corresponds to that of B1 level of proficiency -according to the Common European Framework of Reference for Languages (CEFR)- and that it moves towards consolidation in upper levels. How applicable this kind of study may be belongs to the field of second language teaching, specifically an adequate selection of vocabulary to use in SFL lessons by teachers -as they must consider both available and frequent lexical items.

Résumé: Le but de cet article est d'identifier le lexique disponible d'un groupe d'apprenants de l'espagnol comme langue étrangère (ELE) du niveau de compétence linguistique B1 dans trois centres d'intérêt -la ville, la nourriture et les boissons, et les moyens de transport-, par l'application d’une enquête de disponibilité lexicale. Les résultats indiquent que le centre d'intérêt qui a déclenché le plus grand nombre d'entrées lexicales était la nourriture et les boissons. On peut en déduire que le lexique des stagiaires ESL selon les centres d'intérêt étudiés est conforme au niveau de compétence B1 selon les notions de base du MCER pour les langues et évoluant vers la consolidation dans les niveaux ultérieurs. L'applicabilité de ce type de recherche est reflétée dans le domaine de l'enseignement des langues secondes, en particulier dans la sélection adéquate du vocabulaire des classes d'ELE par les enseignants, qui devraient considérer à la fois des unités lexicales disponibles et fréquentes.

Resumen: Este trabajo analiza el desarrollo pragmático interlingüístico de dos grupos de aprendientes: uno en inmersión (ESL) y otro fuera de esta (ELE), para determinar la incidencia del contexto en el desarrollo del español como lengua no nativa. Empleamos el análisis cualitativo de enunciados (peticiones en situaciones asimétricas) de ocho aprendientes, en dos fases de producción distanciadas entre sí por 15 semanas. Para el análisis empleamos el repertorio de estrategias para la petición de Blum-Kulka (1991), que también toma en cuenta la orientación de los hablantes en el acto de habla y el grado de dirección, a lo que añadimos el estudio del trato pronominal. Tras el análisis de las dos fases del estudio, descubrimos que la diferencia en el desarrollo de ambos grupos es muy poco relevante y que una mínima ventaja del grupo ESL tiene que ver con la adquisición de recursos sociopragmáticos específicos de la comunidad meta.

Abstract: This study analyzes the pragmatic development of two groups of learners -a group in immersion context (SSL) and another in the opposite ambient (SFL)- to determine the importance of context in the development of Spanish as a non native language. We employ a qualitative analysis of statments (requests in asymetrical relations) of eigth learners in two phases of production separated by 15 weeks. We used the Blum-Kulka´s repertoire of strategies (1991) wich also takes into account the orientation of the speakers in the speech act and the grade of direction. We add in our study the analysis of the pronominal treatment in Spanish. After completing the two phases of the search we discovered that the difference in development between groups is not outstanding and that a minimal advantage of the SSL group has to do with the acquisition of sociopragmatic features.

BACKGROUND: This article investigated the potential of Grade 3 English Second Language (ESL) teachers' vocabulary development practices to equip learners in English-deprived environments with English vocabulary requisite for transition to Grade 4 where English is the Language of Learning and Teaching and where learning to read gives way to reading to learn AIM: This study sought to document and interrogate incidental and explicit Grade 3 ESL teachers' vocabulary development practices vis-à-vis learners' vocabulary needs SETTING: Three classrooms from one township and two diverse rural schools in three different districts of the Eastern Cape province of South Africa were observed METHODS: The case study sourced qualitative data through video and field notes recorded in classroom observations in 10 English First Additional Language classes for each teacher. Quantitative data on teacher talk vocabulary exposure and recycling were generated using the AntConc 3.2.4 software RESULTS: The study found that the incidental vocabulary development was compromised by low English language exposure occasioned by teachers' frequent recourse to the Home Language, little word recycling in classroom talk and lack of rich contexts in which words were encountered. Explicit vocabulary instructional practices mostly drew learners' attention to novel words and had a narrow range of strategies dealing with word meanings CONCLUSION: In view of the manifest lack of a robust vocabulary development programme among ESL teachers, the study recommends planned and deliberate attention to vocabulary development on the teachers' part and a reconsideration of the learners' vocabulary needs and learner meaningful engagement in vocabulary development

This article discusses the use of a bilingualized dictionary, namely Oxford Advanced Learner's English-Chinese Dictionary 8 (OALECD8), by advanced Hong Kong Cantonese ESL learners in the determination of noun countability and associated article use. A homogenous group of 30 English majors in a local university participated in the study, which consisted of a noun countability and article selection task without and with the use of the dictionary. The results show that although bilingualized dictionaries are useful in helping learners determine noun countability and associated article use, learners often misinterpret dictionary information and model on inappropriate structures, resulting in article errors and/or wrong countability judgments. Chinese translations are also sometimes sources of errors. The results of the study provide lexicographers with signposts to the selection of noun information to be included in a learner's dictionary. More explicit information about noun countability and related article use should be provided in a more user-friendly arrangement. ESL teachers are also advised to engage advanced learners in analyses uncovering the different syntactic requirements of equivalent vocabulary items in the target and source languages when using a bilingualized dictionary.

Hierdie artikel bespreek die gebruik van 'n verklarende woordeboek met vertalings ("bilingualized dictionary"), naamlik die Oxford Advanced Learner's English-Chinese Dictionary 8 (OALECD8), deur gevorderde Hongkongse Kantonnese EVT-leerders vir die bepaling van die telbaarheid van substantiewe en die gepaardgaande lidwoordgebruik. 'n Homogene groep van 30 studente met Engels as hoofvak by 'n plaaslike universiteit het aan die studie deelgeneem, wat uit 'n taak bestaan het waar die telbaarheid van substantiewe bepaal en lid-woorde geselekteer moes word sonder en met die gebruik van 'n woordeboek. Die resultate toon dat, hoewel 'n verklarende woordeboek met vertalings nuttig is om leerders te help om die telbaarheid van substantiewe en die gepaardgaande lidwoorde te bepaal, leerders dikwels woordeboekinligting verkeerd interpreteer en op onvanpaste strukture baseer, wat tot lidwoordfoute en/of verkeerde besluite ten opsigte van telbaarheid lei. Chinese vertalings is ook soms die oorsaak van foute. Die resultate van die studie verskaf aanwysings aan leksikograwe vir die seleksie van inligting oor substantiewe wat in 'n aanleerderswoordeboek ingesluit behoort te word. Meer eksplisiete inligting oor die telbaarheid van substantiewe en die verwante gebruik van lidwoorde behoort in 'n meer gebruikersvriendelike ontwerp voorsien te word. EVT-onderwysers word ook aangeraai om gevorderde leerders analises te laat doen wat die verskillende sintaktiese vereistes van ekwivalente woordeskatitems in die doel- en die brontale ontbloot wanneer 'n verklarende woordeboek met vertalings gebruik word.

Resumo Este artigo apresenta dados de uma pesquisa que propôs a prática de revisão por pares de produção escrita em inglês a um 8º ano do Ensino Fundamental de uma escola com currículo bilíngue no sul do Brasil. A pesquisa investiga a atividade colaborativa em que os alunos se engajam quando revisam as produções de seus pares e o efeito que essas revisões tiveram na reescrita dos textos. O recorte apresentado neste artigo analisa as expectativas dos aprendizes antes, bem como sua avaliação depois da prática de revisão por pares. Os dados foram obtidos através de questionários e entrevistas, e o método utilizado foi o misto (análise qualitativa e quantitativa). Os resultados mostram a abertura dos participantes a essa prática pedagógica e ao trabalho colaborativo, e demonstram o seu otimismo em relação à possibilidade de melhoria dos seus textos após a revisão do colega. Os dados também trazem contribuições em relação ao papel do professor e ao uso da segunda língua na revisão por pares.

Abstract This paper presents data from a study that proposed peer review in ESL writing to an 8th year elementary class in a Bilingual School in the South of Brazil. This research aims at analyzing the collaborative activity students engaged in while reviewing each other's texts, highlighting the effects these reviews had in the final versions of the texts. This paper discusses learners' expectations before doing peer review in their writing class and their evaluation after. Data were collected through questionnaires and interviews and were analyzed through the mixed methods approach (qualitative and quantitative). Results show that students were receptive to peer review and to collaborative work and showed optimism regarding the possibility of having better versions of their texts after the peers' feedback. Data also help us understand more about the teacher's role and the use of second language in peer review.