A new special edition reflects new directions in CLT research and practice. It includes 15+ empirical and theoretical papers published between August 2024 – April 2025.
I met David Feldon when he was in Sydney recently. I think this link between motivation and CLT is the next big field (says she who is currently working towards PhD on this very topic!)
Studies that can directly impact classroom strategies are so valuable. Thanks for presenting a complex topic in a clear and concise format. As a strong advocate for students still developing along the cognitive/language continuum of decontextualized language, I think these results would be even more applicable if researchers:
1. Conducted more studies in Title 1 elementary districts, and
2. Began reporting oral language decontextualized stages (OLDS) of their subjects.
I suspect they would find that CLT and OLDS interact in some interesting ways. Mostly invisible to the research community, decontextualized language skills not only have an impact on academic performance; they are highly responsive to teacher actions. To speak for the many students still needing OLDS support, I’ve begun a Substack, Building Eager Learners While Building Oral Language. Perhaps over time awareness of how decontextualized language impacts learning can become more widespread.
I met David Feldon when he was in Sydney recently. I think this link between motivation and CLT is the next big field (says she who is currently working towards PhD on this very topic!)
Studies that can directly impact classroom strategies are so valuable. Thanks for presenting a complex topic in a clear and concise format. As a strong advocate for students still developing along the cognitive/language continuum of decontextualized language, I think these results would be even more applicable if researchers:
1. Conducted more studies in Title 1 elementary districts, and
2. Began reporting oral language decontextualized stages (OLDS) of their subjects.
I suspect they would find that CLT and OLDS interact in some interesting ways. Mostly invisible to the research community, decontextualized language skills not only have an impact on academic performance; they are highly responsive to teacher actions. To speak for the many students still needing OLDS support, I’ve begun a Substack, Building Eager Learners While Building Oral Language. Perhaps over time awareness of how decontextualized language impacts learning can become more widespread.
Wow, this is awesome. Thank you ♥
It is. Keep your eye on Lyn. I believe what she has to offer is crucial for CLT lesson design, a missed and missing piece.
Thanks Carl. I’ll get around to reading the journal at some point, but your summary is very useful!