Raees Calafato
Biographic Data
| ID | 1184738 |
|---|---|
| NAME | Raees Calafato |
| GIVEN NAMES | Raees |
| FAMILY NAME | Calafato |
| SIGNATURE | CALAFATO R |
| AFFILIATIONS | University of South-Eastern Norway |
| ORCID | 0000-0001-8222-6772 |
| VERIFIED | Yes |
| TOTAL WORKS | 29 |
| TOTAL CITATIONS | 59 |
| AUTHOR COUNT | 29 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Unpacking Literary Reading in a Foreign Language
Literature plays a central role in many L2 curricula around the world, offering rich linguistic input, fostering interpretive and aesthetic engagement, and supporting deeper cultural and critical understanding. This study investigated how reading motivation, self-reported use of reading strategies, tolerance of ambiguity, attitudes toward literature, and overall English proficiency jointly related to upper-secondary school learners’ literary comp…
More languages, fewer strategies? linguistic repertoires and the diminishing returns of grammar learning strategies
This study examined predictors of grammar achievement among 196 multilingual university students learning English as a foreign language in France. Using multiple regression with moderation analysis, we investigated how grammar learning strategies, beliefs about grammar instruction, self-efficacy, linguistic repertoires, and language aptitude predicted three components of grammar knowledge: implicit knowledge, explicit knowledge, and applied knowl…
Longitudinal Interactions Between Mindfulness, Foreign-Language Listening Anxiety, and Multilingualism Among EFL Learners in Tertiary Education
Aims and Objectives/Purpose/Research Questions: This study examines how active multilingual language use, socio-cognitive (Langerian) mindfulness, and foreign-language listening anxiety (FLLA) relate concurrently and prospectively among Bangladeshi EFL undergraduates. Design/Methodology/Approach: A three-wave longitudinal design (baseline, +3 months, +6 months) was used. Primary analyses employed a cross-lagged panel model (CLPM) within the struc…
Professional learning, classroom diversity, and teacher multilingualism as predictors of multicultural teaching self-efficacy
Drawing on data from the Teaching and Learning International Survey (TALIS) 2024, this study investigated the predictors of multicultural teaching self-efficacy (MTSE) among 848 Norwegian lower secondary teachers nested within 110 schools. A hierarchical linear model examined the contributions of initial teacher education (ITE), professional development (PD) participation, classroom linguistic diversity, adaptive teaching practices, school climat…
Multilingualism and Self‐Development
Self‐development is vital for enhancing language teaching ability (LTA), a key component of instructional effectiveness. While prior research on LTA self‐development has emphasised the roles of teacher cognition and emotion, less attention has been paid to teachers' linguistic repertoires. Yet, language teachers may draw on diverse linguistic resources that shape not only their teaching but also their self‐development. Using a complexity theory f…
Language aptitude and its links with metalinguistic knowledge, self-efficacy, anxiety, and language maintenance in multilingual language teachers
Language teachers cannot help their students develop high levels of metalinguistic knowledge and language aptitude if they themselves are found lacking in these abilities. This article reports on a study that utilised a descriptive correlational mixed-methods research design to gather data from 89 multilingual teachers of English, Chinese, French, German, and Spanish from secondary schools regarding the relationship between their language aptitud…
Calm the Mind, Unlock the Voice
This longitudinal study investigated the dynamic relationship between mindfulness and English‐speaking anxiety among 259 Bangladeshi undergraduates over a semester. Data were collected at three‐monthly intervals using the English Language Speaking Anxiety Scale and the Langer Mindfulness Scale, addressing four research objectives: (1) the cross‐sectional correlation between mindfulness and speaking anxiety at each time point, (2) temporal changes…
Connecting beliefs, learning strategies, and daily language use
The moderating effect of multilingualism on the relationship between EFL learners’ grit, enjoyment, and literacy achievement
Aims and Objectives/Purpose/Research Questions: The study investigated the relationship between the L2 grit, domain-general grit, foreign language enjoyment (FLE), multilingualism, and self-reported literacy achievement of students learning English as a foreign language (EFL) in public upper-secondary schools in Norway. Specifically, the study sought to identify predictors of students’ EFL reading and writing achievement and examine the moderatin…
Family language policy
This article presents the findings from a study that explored how the language practices and management to which 156 students from universities in China reported being exposed at home, alongside their language beliefs, use of their entire linguistic repertoire when reading, listening, speaking, and writing at university, and emotions related to being multilingual predicted the language practices and management they envisioned for their own famili…
Explicit grammar instruction in the EFL classroom
The long-standing emphasis on communicative language teaching has resulted in a de-emphasis of explicit grammar instruction (EGI) in favour of an implicit, intuitive approach to learning grammar that can lead to fossilized errors, which learners are then unable to correct. In terms of research, relatively little is known about how students and teachers approach EGI, especially at transition points between primary and secondary school. This articl…
Exploring plurilingualism, ethnicity, and intercultural effectiveness
The study reported in this article examined the dynamics of plurilingualism, ethnicity, and effectiveness in intercultural encounters among a sample of 221 participants from Chinese universities via an online questionnaire and a situational judgement test comprised of three scenarios involving plurilingual and intercultural encounters. It employed latent profile analysis to identify distinct profiles based on participants' plurilingualism, includ…
Multilingual pedagogies in first versus foreign language contexts
This article reports on a study that used the online MULTITEACH questionnaire to examine the relationship between the multilingual pedagogies 111 language teachers, employed in upper-secondary schools in Norway and Russia, reported implementing, their beliefs about how multilingualism benefitted students and teachers, and their self-assessed ability to teach language aspects and skills. The study also investigated whether sociobiographical variab…
“You have to repeat Chinese to mother!”
A growing number of family language policy studies have started to pay more attention to the emotions that transnational multilingual families (TMFs) identify regarding their multilingual identity, even if much of the research remains primarily focused on TMFs residing in Europe and North America. This article reports on a qualitative study that explored the emotions that five TMFs residing in Russia identified with their multilingual identity, a…
The culture of China is broad and profound, with all rivers flowing into the sea’
As part of its ambitious Belt and Road initiative, the Chinese government, cognizant of the fact that establishing strong people-to-people bonds locally, regionally, and internationally will be key to the initiative’s success and that languages will play a pivotal role in facilitating this, has called for the diversification of language programmes beyond English at the tertiary and pre-tertiary levels. The aim is to boost the plurilingual and plu…
The impact of multilingualism and learning patterns on student achievement in English and other subjects in higher education
Students’ mindsets, multilingualism, learning styles and self-regulation strategies, which represent parts of their learning patterns, can affect their academic achievement in various ways. This article presents the results of a study that utilised a 185-item online questionnaire to investigate the interplay among the mindsets, learning styles, self-regulation strategies, multilingualism and achievement of 191 undergraduate students in France who…
Exploring the relationship between extramural English, self-efficacy, gender, and learning outcomes
This article reports on a mixed-methods study regarding the extent to which the extramural English (EE), external attributions, self-efficacy (concerning EFL reading, speaking, writing, and listening skills), and gender of 42 students, learning English as a foreign language (EFL) in a Norwegian upper-secondary school, predicted their EFL learning outcomes. Data on participants’ EE (receptive and productive), external attributions, and self-effica…
Comics as a multimodal resource and students’ willingness to communicate in Russian
The multimodal nature of daily interactions in the twenty-first century has led to growing calls for the inclusion of multimodal content like comics in foreign language classrooms. Such content, as opposed to traditional language textbooks, can boost learners’ self-confidence and more effectively develop their multimodal competence, including their willingness to use foreign languages via diverse media. This article reports on an exploratory stud…
Linkages between literary response, aesthetic competence, and literary competence in the EFL classroom
Developing students' literacy skills and intercultural competence via literary works has become a key component of foreign language (FL) curricula at the primary, secondary, and tertiary levels in many countries. In FL classrooms, the use of textual literature can also sometimes be complemented by multimodal literature like graphic novels and picture books, which are useful in enhancing the ability of students to interpret, synthesize, and analyz…
Transnational Multilingual Families in China
Studies on transnational multilingual families and their language planning have mostly investigated their language ideologies and practices in relation to heritage language maintenance without exploring how such families view their multilingualism and how it might affect their language planning. Most studies have also exclusively focused on the experiences of transnational multilingual families residing in Europe and North America, with those liv…
Teachers’ reported implementation of multilingual teaching practices in foreign language classrooms in Norway and Russia
This study investigated the extent to which 517 teachers of English, French, German, and Spanish in Norwegian and Russian schools reported drawing on their and their students' multilingualism as a resource and boosting their students' awareness of multilingualism through the implementation of multilingual teaching practices. The findings revealed statistically significant differences in the participants’ reported implementation of multilingual te…
I'm a salesman and my client is China”
The Central Asian republics represent an interesting yet little-studied space for researching the interplay between language learning motivation (LLM), multiculturalism, and multilingualism given their cultural and linguistic diversity and official promotion of multilingualism and positive multicultural attitudes through language learning initiatives in schools and universities. This article reports on a questionnaire study that investigated the …
Multilingual, bilingual, and monolingual Arabic teachers’ development of learner self‐regulation and language awareness in the Emirates
Multilingual learning and teaching have been receiving growing attention of late as many cities and states undergo significant demographic changes brought about by increasing levels of human migration. The onset of super‐diversity means that teachers often encounter students with very different language and cultural backgrounds in the classroom. This has created a new set of challenges and opportunities, especially concerning the teaching and lea…
Language teacher multilingualism in Norway and Russia
Multilingualism has witnessed growing interest as a subject of academic study and as a state to aspire to for many of the world's citizenry. In tandem with this growing interest, countries around the world have started to implement foreign language curricula at schools that seek to prepare the coming generations to thrive in an increasingly multilingual global environment. In this respect, language teachers are likely to play a pivotal role in pr…
Learning Arabic in Scandinavia
Rising levels of immigration, especially from the Middle East and North Africa, have led to significant socio-demographic changes and increasing levels of linguistic diversity in Scandinavian countries. In parallel with these developments, a growing number of students in Norway, Sweden, and Denmark have started to learn Arabic at school and university. Learning Arabic presents both challenges and opportunities. For example, it furthers the goal o…
Multilingualism and gender in the UAE
The status of Arabic, superdiversity, and language learning motivation among non-Arab expats in the Gulf
Teachers’ reported implementation of multilingual teaching practices in foreign language classrooms in Norway and Russia
This study investigated the extent to which 517 teachers of English, French, German, and Spanish in Norwegian and Russian schools reported drawing on their and their students' multilingualism as a resource and boosting their students' awareness of multilingualism through the implementation of multilingual teaching practices. The findings revealed statistically significant differences in the participants’ reported implementation of multilingual te…
I'm a salesman and my client is China”
The Central Asian republics represent an interesting yet little-studied space for researching the interplay between language learning motivation (LLM), multiculturalism, and multilingualism given their cultural and linguistic diversity and official promotion of multilingualism and positive multicultural attitudes through language learning initiatives in schools and universities. This article reports on a questionnaire study that investigated the …
Transnational Multilingual Families in China
Studies on transnational multilingual families and their language planning have mostly investigated their language ideologies and practices in relation to heritage language maintenance without exploring how such families view their multilingualism and how it might affect their language planning. Most studies have also exclusively focused on the experiences of transnational multilingual families residing in Europe and North America, with those liv…
Family language policy
This article presents the findings from a study that explored how the language practices and management to which 156 students from universities in China reported being exposed at home, alongside their language beliefs, use of their entire linguistic repertoire when reading, listening, speaking, and writing at university, and emotions related to being multilingual predicted the language practices and management they envisioned for their own famili…
Learning Arabic in Scandinavia
Rising levels of immigration, especially from the Middle East and North Africa, have led to significant socio-demographic changes and increasing levels of linguistic diversity in Scandinavian countries. In parallel with these developments, a growing number of students in Norway, Sweden, and Denmark have started to learn Arabic at school and university. Learning Arabic presents both challenges and opportunities. For example, it furthers the goal o…
The moderating effect of multilingualism on the relationship between EFL learners’ grit, enjoyment, and literacy achievement
Aims and Objectives/Purpose/Research Questions: The study investigated the relationship between the L2 grit, domain-general grit, foreign language enjoyment (FLE), multilingualism, and self-reported literacy achievement of students learning English as a foreign language (EFL) in public upper-secondary schools in Norway. Specifically, the study sought to identify predictors of students’ EFL reading and writing achievement and examine the moderatin…
The culture of China is broad and profound, with all rivers flowing into the sea’
As part of its ambitious Belt and Road initiative, the Chinese government, cognizant of the fact that establishing strong people-to-people bonds locally, regionally, and internationally will be key to the initiative’s success and that languages will play a pivotal role in facilitating this, has called for the diversification of language programmes beyond English at the tertiary and pre-tertiary levels. The aim is to boost the plurilingual and plu…
Age as a factor in Russian EFL teacher attitudes towards literature in language education
Multilingual, bilingual, and monolingual Arabic teachers’ development of learner self‐regulation and language awareness in the Emirates
Multilingual learning and teaching have been receiving growing attention of late as many cities and states undergo significant demographic changes brought about by increasing levels of human migration. The onset of super‐diversity means that teachers often encounter students with very different language and cultural backgrounds in the classroom. This has created a new set of challenges and opportunities, especially concerning the teaching and lea…
Calm the Mind, Unlock the Voice
This longitudinal study investigated the dynamic relationship between mindfulness and English‐speaking anxiety among 259 Bangladeshi undergraduates over a semester. Data were collected at three‐monthly intervals using the English Language Speaking Anxiety Scale and the Langer Mindfulness Scale, addressing four research objectives: (1) the cross‐sectional correlation between mindfulness and speaking anxiety at each time point, (2) temporal changes…
Explicit grammar instruction in the EFL classroom
The long-standing emphasis on communicative language teaching has resulted in a de-emphasis of explicit grammar instruction (EGI) in favour of an implicit, intuitive approach to learning grammar that can lead to fossilized errors, which learners are then unable to correct. In terms of research, relatively little is known about how students and teachers approach EGI, especially at transition points between primary and secondary school. This articl…
Age as a factor in Russian EFL teacher attitudes towards literature in language education
The non-native speaker teacher as proficient multilingual
With many countries now implementing multilingual educational initiatives in schools, there is a need to reconfigure training programs and encourage teachers to develop a multilingual identity so that they can better promote multilingualism among their students. At present, monolingual ideologies dominate the language education landscape, particularly disadvantaging non-native speaker teachers (NNSTs), who are proficient multilinguals by default …
Multilingualism and gender in the UAE
The status of Arabic, superdiversity, and language learning motivation among non-Arab expats in the Gulf
Language teacher multilingualism in Norway and Russia
Multilingualism has witnessed growing interest as a subject of academic study and as a state to aspire to for many of the world's citizenry. In tandem with this growing interest, countries around the world have started to implement foreign language curricula at schools that seek to prepare the coming generations to thrive in an increasingly multilingual global environment. In this respect, language teachers are likely to play a pivotal role in pr…
Learning Arabic in Scandinavia
Rising levels of immigration, especially from the Middle East and North Africa, have led to significant socio-demographic changes and increasing levels of linguistic diversity in Scandinavian countries. In parallel with these developments, a growing number of students in Norway, Sweden, and Denmark have started to learn Arabic at school and university. Learning Arabic presents both challenges and opportunities. For example, it furthers the goal o…
Teachers’ reported implementation of multilingual teaching practices in foreign language classrooms in Norway and Russia
This study investigated the extent to which 517 teachers of English, French, German, and Spanish in Norwegian and Russian schools reported drawing on their and their students' multilingualism as a resource and boosting their students' awareness of multilingualism through the implementation of multilingual teaching practices. The findings revealed statistically significant differences in the participants’ reported implementation of multilingual te…
I'm a salesman and my client is China”
The Central Asian republics represent an interesting yet little-studied space for researching the interplay between language learning motivation (LLM), multiculturalism, and multilingualism given their cultural and linguistic diversity and official promotion of multilingualism and positive multicultural attitudes through language learning initiatives in schools and universities. This article reports on a questionnaire study that investigated the …
Multilingual, bilingual, and monolingual Arabic teachers’ development of learner self‐regulation and language awareness in the Emirates
Multilingual learning and teaching have been receiving growing attention of late as many cities and states undergo significant demographic changes brought about by increasing levels of human migration. The onset of super‐diversity means that teachers often encounter students with very different language and cultural backgrounds in the classroom. This has created a new set of challenges and opportunities, especially concerning the teaching and lea…
Comics as a multimodal resource and students’ willingness to communicate in Russian
The multimodal nature of daily interactions in the twenty-first century has led to growing calls for the inclusion of multimodal content like comics in foreign language classrooms. Such content, as opposed to traditional language textbooks, can boost learners’ self-confidence and more effectively develop their multimodal competence, including their willingness to use foreign languages via diverse media. This article reports on an exploratory stud…
Linkages between literary response, aesthetic competence, and literary competence in the EFL classroom
Developing students' literacy skills and intercultural competence via literary works has become a key component of foreign language (FL) curricula at the primary, secondary, and tertiary levels in many countries. In FL classrooms, the use of textual literature can also sometimes be complemented by multimodal literature like graphic novels and picture books, which are useful in enhancing the ability of students to interpret, synthesize, and analyz…
Transnational Multilingual Families in China
Studies on transnational multilingual families and their language planning have mostly investigated their language ideologies and practices in relation to heritage language maintenance without exploring how such families view their multilingualism and how it might affect their language planning. Most studies have also exclusively focused on the experiences of transnational multilingual families residing in Europe and North America, with those liv…
The impact of multilingualism and learning patterns on student achievement in English and other subjects in higher education
Students’ mindsets, multilingualism, learning styles and self-regulation strategies, which represent parts of their learning patterns, can affect their academic achievement in various ways. This article presents the results of a study that utilised a 185-item online questionnaire to investigate the interplay among the mindsets, learning styles, self-regulation strategies, multilingualism and achievement of 191 undergraduate students in France who…
Exploring the relationship between extramural English, self-efficacy, gender, and learning outcomes
This article reports on a mixed-methods study regarding the extent to which the extramural English (EE), external attributions, self-efficacy (concerning EFL reading, speaking, writing, and listening skills), and gender of 42 students, learning English as a foreign language (EFL) in a Norwegian upper-secondary school, predicted their EFL learning outcomes. Data on participants’ EE (receptive and productive), external attributions, and self-effica…
Exploring plurilingualism, ethnicity, and intercultural effectiveness
The study reported in this article examined the dynamics of plurilingualism, ethnicity, and effectiveness in intercultural encounters among a sample of 221 participants from Chinese universities via an online questionnaire and a situational judgement test comprised of three scenarios involving plurilingual and intercultural encounters. It employed latent profile analysis to identify distinct profiles based on participants' plurilingualism, includ…
Multilingual pedagogies in first versus foreign language contexts
This article reports on a study that used the online MULTITEACH questionnaire to examine the relationship between the multilingual pedagogies 111 language teachers, employed in upper-secondary schools in Norway and Russia, reported implementing, their beliefs about how multilingualism benefitted students and teachers, and their self-assessed ability to teach language aspects and skills. The study also investigated whether sociobiographical variab…
“You have to repeat Chinese to mother!”
A growing number of family language policy studies have started to pay more attention to the emotions that transnational multilingual families (TMFs) identify regarding their multilingual identity, even if much of the research remains primarily focused on TMFs residing in Europe and North America. This article reports on a qualitative study that explored the emotions that five TMFs residing in Russia identified with their multilingual identity, a…
The culture of China is broad and profound, with all rivers flowing into the sea’
As part of its ambitious Belt and Road initiative, the Chinese government, cognizant of the fact that establishing strong people-to-people bonds locally, regionally, and internationally will be key to the initiative’s success and that languages will play a pivotal role in facilitating this, has called for the diversification of language programmes beyond English at the tertiary and pre-tertiary levels. The aim is to boost the plurilingual and plu…
Multilingualism and Self‐Development
Self‐development is vital for enhancing language teaching ability (LTA), a key component of instructional effectiveness. While prior research on LTA self‐development has emphasised the roles of teacher cognition and emotion, less attention has been paid to teachers' linguistic repertoires. Yet, language teachers may draw on diverse linguistic resources that shape not only their teaching but also their self‐development. Using a complexity theory f…
Language aptitude and its links with metalinguistic knowledge, self-efficacy, anxiety, and language maintenance in multilingual language teachers
Language teachers cannot help their students develop high levels of metalinguistic knowledge and language aptitude if they themselves are found lacking in these abilities. This article reports on a study that utilised a descriptive correlational mixed-methods research design to gather data from 89 multilingual teachers of English, Chinese, French, German, and Spanish from secondary schools regarding the relationship between their language aptitud…
Calm the Mind, Unlock the Voice
This longitudinal study investigated the dynamic relationship between mindfulness and English‐speaking anxiety among 259 Bangladeshi undergraduates over a semester. Data were collected at three‐monthly intervals using the English Language Speaking Anxiety Scale and the Langer Mindfulness Scale, addressing four research objectives: (1) the cross‐sectional correlation between mindfulness and speaking anxiety at each time point, (2) temporal changes…
Connecting beliefs, learning strategies, and daily language use
The moderating effect of multilingualism on the relationship between EFL learners’ grit, enjoyment, and literacy achievement
Aims and Objectives/Purpose/Research Questions: The study investigated the relationship between the L2 grit, domain-general grit, foreign language enjoyment (FLE), multilingualism, and self-reported literacy achievement of students learning English as a foreign language (EFL) in public upper-secondary schools in Norway. Specifically, the study sought to identify predictors of students’ EFL reading and writing achievement and examine the moderatin…
Family language policy
This article presents the findings from a study that explored how the language practices and management to which 156 students from universities in China reported being exposed at home, alongside their language beliefs, use of their entire linguistic repertoire when reading, listening, speaking, and writing at university, and emotions related to being multilingual predicted the language practices and management they envisioned for their own famili…
Explicit grammar instruction in the EFL classroom
The long-standing emphasis on communicative language teaching has resulted in a de-emphasis of explicit grammar instruction (EGI) in favour of an implicit, intuitive approach to learning grammar that can lead to fossilized errors, which learners are then unable to correct. In terms of research, relatively little is known about how students and teachers approach EGI, especially at transition points between primary and secondary school. This articl…
EFL/ESL Teaching and Learning (24 works) · Psychology (24 works) · Pedagogy (20 works) · Linguistics (19 works) · Multilingual Education and Policy (18 works) · Multilingualism (18 works) · Second Language Learning and Teaching (18 works) · Mathematics education (11 works) · Sociology (11 works) · Foreign language (10 works)