Vol. 3 No. 4 (2023)
This issue covers three research articles focused on different aspects of language education. The first article presents a corpus-based study on the word profile of a Global Online Course for English language teachers. The research analyzes the frequency and coverage of Academic Word List, General Service List 1K and 2K, and highlights the importance of creating a new word list to supplement future course participants with technical words required for course completion.
The second article delves into the role of first language (L1) in the learning of a second language (L2) from a sociocultural perspective, focusing on task-based language teaching (TBLT) and content and language integrated learning (CLIL) pedagogical approaches. By reinterpreting findings through Vygotsky's sociocultural theory, the study reveals the multifaceted role of L1 as a cognitive, affective, and interactional mediator, arguing for its potential benefits in TBLT and CLIL.
Lastly, the third article investigates the ideological underpinnings of language education in Australia, specifically in New South Wales. The research explores the issues surrounding the country's liberal 'monolingual mindset,' its impact on discouraging language learning, and the strengths and weaknesses of its responses. Using critical discourse analysis and thematic categorization, the study aims to reveal the values and interests contained in current language syllabi and motivate further inquiry into language studies.