Abstract: Although a substantial amount of professional literature argues for the potential benefits of content‐based instruction, limited research exists on how this type of instruction actually is a

The gap

Consensus across the literature

Supporting evidence — 4 representative gaps

• High school L2 teachers’ enactment of translanguaging in English speaking classrooms (2025) · doi

  Translanguaging has gained significant attention in English teaching, especially in multilingual English settings; nevertheless, how teachers enact translanguaging in English language teaching remains underexplored in English as a second/foreign language (ESL/EFL) contexts, particularly in regions with less established multilingual teaching frameworks.

  Keywords: english teaching translanguaging multilingual language gained significant attention especially settings nevertheless teachers enact remains underexplored
• Exploring critical perspectives in English teaching and learning at a Colombian university (2026) · doi

  Abstract A critical perspectives approach to teaching and learning English as a foreign language is a relatively recent practice in the global South, and even though there are reports that explain how this approach is enacted in the curriculum, few studies have been conducted on how teacher educators and pre-service teachers deal with its implementation in their everyday practices.

  Keywords: approach abstract critical perspectives teaching learning english foreign language relatively recent practice global south even
• Reframing my practices: reconsidering post-secondary World Language education (2021) · doi

  This self-study explores the classroom practices of one experienced World Language educator, using the National Standards for Foreign Language Learning and TELL project as frameworks, and contributes to a gap in the research on post-secondary World Language teaching and teacher development.

  Keywords: language world self explores classroom practices experienced educator using national standards foreign learning tell project
• Content‐Based Instruction in the Foreign Language Classroom: A Discourse Perspective (2007) · doi

  Abstract: Although a substantial amount of professional literature argues for the potential benefits of content‐based instruction, limited research exists on how this type of instruction actually is appropriated, understood, and carried out in practice by foreign language teachers.

  Keywords: instruction abstract substantial amount professional literature argues potential benefits content based limited exists type actually