Licensed Under Creative Commons Attribution (CC BY-NC) Linguistically responsive pedagogies in undergraduate biology education: A systematic review and implications for English-medium instruction in Zambian universities

Linguistically responsive pedagogies in undergraduate biology education: A systematic review and implications for English-medium instruction in Zambian universities

It is confirmed that linguistically responsive pedagogies offer a viable, evidence-based pathway for improving biology education in Zambia's English-medium universities and that strategies such as translanguaging, bilingual instruction, culturally responsive teaching, scaffolded support, narrative pedagogy, and technol...

The role of WeChat in supporting university-level English language learning: a systematic review on reading, translation, and learner motivation

Findings show that platforms like WeChat enhance reading engagement and comprehension through authentic texts, peer interaction, and multimodal input, and that learner motivation emerges as a cross-cutting outcome, driven by autonomy, social presence, and interactive environments.

Students' Perceptions of English and Reported Factors Shaping English Language Learning in Higher Education: Evidence from Butembo, Democratic Republic of the Congo

English is increasingly important for participation in higher education, scientific communication, mobility, and professional development, yet students in predominantly Franco-phone settings often have limited opportunities to use it beyond the classroom. This study examined how non-English-major students in Butembo, e...

Vygotsky’s Principles of Social Constructivism in Arabic Language Learning: A Systematic Literature Review

Arabic language learning requires instructional approaches that facilitate meaningful interaction and active learner participation, particularly in developing communicative competence. Although Vygotsky’s social constructivist principles have been widely applied in language education, their specific application and emp...

From Language Learning to Multilingual Pedagogy: A Bibliometric-Systematic Review of CLIL Research in Primary English Education

Content and Language Integrated Learning (CLIL) has become an important approach for simultaneously developing language proficiency and subject knowledge. Yet, research specifically addressing its application in primary English education remains dispersed across pedagogical, linguistic, and multilingual perspectives. T...

UvA-DARE (Digital Academic Repository) A systematic review of empirical studies into multilingual pedagogies and their outcomes in primary education