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This study investigates the usage and attitudes towards code-switching among university students in the Philippines, focusing on its role in promoting inclusive and equitable education. The research addresses the gap in understanding the implications of code-switching in educational settings, particularly in a multilingual context where native languages and English are used in instruction. A descriptive correlational research design was employed, utilizing an online questionnaire to collect data from a random sample of 205 students across three universities. The survey measured the frequency of intersentential, intrasentential, tag, situational, and metaphorical code-switching and attitudes toward these practices. Pearson's R correlation coefficient was used to analyze the relationship between respondents' profile variables and their perceptions and usage of code-switching. The significant findings reveal that while code-switching is not frequently practiced, with a weighted mean of 2.341 indicating its rarity, it is nonetheless viewed positively, with a weighted mean of 3.141 reflecting an "Acceptable" attitude towards its use in the classroom. Situational code-switching emerged as the most common type, with a total weighted mean of 3.116, indicating general agreement with its use. The study concludes that code-switching is a valuable communicative strategy, potentially aiding in more inclusive and equitable education. The study recommends further research to explore the reasons behind the low frequency of code-switching usage and to identify barriers that may prevent its more widespread adoption. Additionally, professional development for teachers on effective code-switching strategies and the consideration of positive attitudes towards code-switching in educational policy development are suggested.

In the age of Anthropocene, we problematize the multitudes of affordances of humanism that we are ultimately entwined by and within. Education is a discipline that always placed predominance to the human centredness ignoring several non-human and non-living objects that also form a part of teaching and learning. However, the humanistic notions of hierarchies have undergone radical changes. The locus in a classroom is no longer regulated by teachers and in a multicultural, multilingual classroom, the interaction between teacher, learners, materials and methods are evolving continually redefining the power relations. This essay highlights how every assemblage (an assemblage being a random clubbing of several human and non-human elements) is unique and in a state of flux to act and react with various human and non-human elements within/outside classroom territories. Designed as an autoethnographic study, by analysing the major tenets of posthumanism and by connecting them with English language education, this article argues for a posthuman turn in English language teaching and learning by examining the research diary entries of the author to identify how the entanglement of affect, rhizome and assemblage results in deterritorialization. Episodes and anecdotes from an ESOL (English for Speakers of Other Languages) teaching context in England serve as primary data. This autoethnographic study reveals the agential assemblages in the classrooms which problematize the singular agency of the teacher as the reservoir of knowledge and discusses how the power structure in the classroom is altered when learners and their affective assemblages influence the teacher and the very practice of teaching. [ABSTRACT FROM AUTHOR]

The article focuses on the importance of embracing and utilizing linguistic diversity as a valuable resource in educational contexts, with an emphasis on promoting student learning, achievement, and wellbeing. Topics include strategies for repositioning learners as capable meaning-makers through the acknowledgment and celebration of their diverse linguistic resources, as well as practical approaches for incorporating multilingual practices at home and in the classroom.

Recent developments in multilingualism and multilingual education in minority-dominated regions in China highlight the importance of policy studies to support the national goals of achieving multilingualism [Feng, A. W., and B. Adamson, eds. 2015. Trilingualism in Education in China: Models and Challenges. Dordrecht: Springer], especially in remote western regions such as Xinjiang Uygur Autonomous Region (XUAR) that pose geographical, socio-political, and educational challenges. This study investigates the effectiveness of language policies and the implementation of multilingual education for minority dominated regions in XUAR, and of the extent to which those policies support multilingual education. The data mainly comprise policy documents issued at the national, regional and institutional level, supplemented by interviews with policy makers at regional and local levels. The study finds that, while the policies at both national and regional levels regarding language education in China are generally supportive of multilingualism, in reality, some of the implemented practices at local school levels in XUAR are not totally consistent with the policy goals, while weak local capacity also hinders the implementation of multilingual education. [ABSTRACT FROM AUTHOR]

The 21st century has become the epoch of the increasingly interconnected world that has faced the social integration caused by the migration, regional conflicts or natural disasters. As a result of the latter, different minority groups settled in new countries and made attempts at being incorporated into a mainstream society. The process of integration necessitated a rapid assimilation via giving newcomers the possibility of living and getting an education. As a result, many groups of multilingual learners appeared throughout the world. The paper deals with the innovative approaches to teaching English for Specific Purposes (ESP) via translation, heteroglossia, translanguaging as well as code-switching. It is based on eight years’ experience gained at the Department of English Philology at Ivane Javakhishvili Tbilisi State University (TSU). The methodology is oriented to the multiethnic groups of students and considers the modern approaches to teaching the vocabulary, grammar and translation. The accent is put on the acquisition of the specialized terminology via labelling, plying between terminological units as well as corpus-based analysis.

The research demonstrated the linguistic landscapes of the Mindanao State University Marawi Campus in the Southern Philippines, known as the “Melting Pot of the South”, where multilingualism, multiculturalism, and multimodality were quite situated. Linguistic Landscape (LL) encompassed and manifested the range of language use in society. Under the theoretical lens of linguistics, the research aimed to qualitatively and descriptively illustrate the linguistic tokens that marked the context of the school community. The needed data were photographed and collected inside the university premises and analyzed in terms of the number of languages used, language choice, and types of signs. The research reveals a sociolinguistic paradox: the multilingual realities of the school community and the prevalent exhibitions of monolingual English on its linguistic landscapes, which consequently seems to dishearten the status, propagation, promotion, and/or effectivity of multilingual policies and education in the Philippines. Furthermore, the research provides theoretical and practical contributions. Theoretically, it shows another lens of the notion of presumed language prestige and hierarchies. Furthermore, practically, it aids the deepening of knowledge and understanding of language use, and its implications, in public spaces. Finally, the research suggests revisiting and recalibrating the exhibition of multilingualism in the country by simply considering the status of language use in their environments, as they do not just reflect or manifest languages but also propagate and promote them.

The article focuses on the historical evolution of multilingual education and its changing perspectives, particularly in the context of global and Indian education systems. Topics include the transition from monolingualism to dynamic bilingualism and then to translanguaging; the role of language policies in India; the shift in the National Education Policy of 2020 towards preserving linguistic diversity; and promoting the use of mother-tongue and regional languages in education at all levels.

This study provides a comprehensive analysis of multilingual education, highlighting key issues, methodologies, and future directions in this area. Based on the theoretical foundations of Vygotsky and Krashen, as well as practical approaches such as project-based learning and task-based language learning, the study highlights the importance of multilingual competence for future educators. The key findings highlight the need for reforms in teacher training, starting with teaching in the students’ native language, which promotes deep understanding and active participation in the educational process. Serious problems related to teacher resources and training are discussed, as well as the adaptation of teaching strategies to linguistic diversity. The presented results make a significant contribution to the existing literature, offering solutions to improve the effectiveness of multilingual educational strategies and their implications for future teaching practices. The recommendations of this study suggest areas for future research, including the development of comprehensive teacher training programs that will be adapted to the needs of a multilingual educational environment.

The prominent increase in English medium instruction (EMI) in higher education has triggered the need for investigating EMI in practice in various contexts. Studies focusing on linguistic attitudes of EMI practitioners and learners are beginning to emerge but there are few studies exploring language-related issues in EMI practice. In response to this, this study investigates how language-related issues in EMI are conceptualized, approached and navigated. Data are drawn from document analysis, classroom observations and semi-structured interviews. The study finds that EMI courses were established without much presence of linguistic diversity and without an overt policy. Seemingly, EMI is treated as an invaluable commodity in the pursuit of internationalization. This puts the consistence and quality of EMI into question. It also finds that the practitioners have made polarized language decisions despite of an overall ''English-only'' preference. The polarized decisions lead to two modes of silence, namely ''the English-only silence'' and ''the silence of English.'' In addition, nativized Englishes were found to play in a key role in constructing EMI discourses, despite of a deeply-rooted belief in the Standard English ideology. This conflict between practice and perception reinforces the complexity of practitioners' professional identity. Furthermore, it is also found that EMI, as an important way to pursue internationalization that celebrates heterogeneity, has a potential to circulate homogeneity. The findings are of significance for universities to (re)consider and (re)conceptualize language-related issues in EMI practice, and on the basis of this, design appropriate EMI curricula. [ABSTRACT FROM AUTHOR]

Copyright of Revista Horizontes de Linguística Aplicada is the property of Revista Horizontes de Linguistica Aplicada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It is not surprising that as we come upon the thirtieth anniversary of the birth of Content and Language Integrated Learning (CLIL), this young pedagogical approach is still a complicated phenomenon, with a wide variety of issues in every aspect of education remaining to be addressed. CLIL assessment is one of them. Although over a decade has passed since Coyle et al. (2010) necessitated an explicit understanding of the assessment process in CLIL, “the variety and depth of issues that remain on the CLIL agenda suggest more research on CLIL assessment is indeed needed before future research can offer clear and workable solutions for both teachers and students” (De Angelis, 2021, p. 32). To this end, the book entitled Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations is a timely response, both in scope and usefulness. It is a successful compilation of papers, which link various theoretical perspectives with different research paradigms and feature the discussion of classroom assessment aimed at improving the quality standard of education. The value of this volume is undeniable, and both researchers and educators can benefit from it, with a dialectical relationship established between research and classroom practices.

This article is on pedagogical translanguaging, understood as planned instructional strategies used with a pedagogical purpose in a multilingual educational context. The paper reports a study on cognate identification and cognate awareness carried out in a multilingual primary school. The study aims at analyzing whether the identification of cognates in three languages is related to linguistic factors and to teaching. The relationship between teaching cognates and metalinguistic awareness is also explored. Half of the participants took part in an intervention based on pedagogical translanguaging using multilingual resources from the students' own repertoire while the other half followed regular classes. Participants completed a background questionnaire and a cognate recognition task. Information was also gathered by means of a think-aloud protocol and an interview. The results indicate that the identification of cognates is connected to the linguistic characteristics of cognates but not to having Basque or Spanish as a first language. Participants who had taken part in the intervention showed a higher development of cognate awareness but there were no significant differences between the groups in cognate identification. The results are exploratory but they indicate that using the languages in the students' whole linguistic repertoire can create more opportunities for language learning. [ABSTRACT FROM AUTHOR]

Purpose: Attempts to cultivate a multilingual mindset in education in South Tyrol find an obstacle in educational norms, structures and policies that divide students into linguistically distinct schools based on their self-identified main language. Education in the region is administered through three separate educational authorities – German-speaking, Italian-speaking, Ladin-speaking – and teachers are prepared for service in one of these based on their own declared linguistic identification. Plural identities and translingual interaction do not flourish in this context where language separation is the norm. This paper begins with an overview of the educational policy of language separation in South Tyrol and its impact on the language achievement of its students. It then addresses how the Free University of Bolzano has responded to the need for improved language competences through teacher training for multilingual schools in the Province of Bolzano.Design: The paper presents the preliminary results of a small-scale study with in-service preschool teachers through an action research cycle in which classroom observations and a language input observation scheme are used to quantitively measure the quality of teachers' language input in second-language instruction in German and English, and provide formative feedback for improvement in teaching practice.Findings and Value: The expected outcomes of the study are threefold: (1) improving input and corrective feedback strategies of language teachers; (2) raising language awareness among teachers participating in peer observation; (3) empowering the emergence of language rich episodes through effective planning of interactive lessons in second/foreign language teaching. The study contributes to an understanding of what makes teachers' corrective feedback strategies in preschool settings effective in rendering input comprehensible for young learners, thus assisting language appropriation processes. [ABSTRACT FROM AUTHOR]

This study examines Indonesia's pluralistic education strategy using qualitative research methods, including interviews, observation, and document examination, to collect data. Pluralistic education theory is applied as a theoretical framework. The research sites are three elementary schools in Riau Province, Indonesia, where students from different cultures gather to study. According to the study's findings, existing education policies provide the possibility for minority students to attend public schools. The Ministry of Education and Culture has allowed schools to make policies that reflect the cultural diversity of their students. The findings also show that the curriculum includes references to diverse cultures, that textbooks include lessons that encourage students to live in harmony with individuals from different cultures, and that many schools have created multilingual education programs. A closer examination of these practices reveals that what appears to be acceptance of cultural variation is part of pluralism. Multicultural materials that have been introduced into the autonomous curriculum have mainly been included. The curriculum maintains the established characteristics that identify Indonesian culture. [ABSTRACT FROM AUTHOR]

There are 117 living languages in Myanmar (Lewis et al., 2016). In a country of 53 million people, over 23 million are fluent in one of the seven main indigenous language clusters: Shan, Mon, Rakhine (Rohingya), Chin, Kachin, Karenni (Kayah), and Karen (Kayin) (World Bank, 2018). Even during the January 2011 - January 2021 period under a democratically elected civilian government, the official language of oral and written instruction in all government schools remained rigidly singular. In many of Myanmar's ethnolinguistic minority communities, the national language is only first encountered in schools and rarely used at home. An assessment of multilingual education (MLE) teacher competencies was used to assess the specific proficiencies needed to effectively promote multilingual education with 16 teachers working in areas under ethnic administration in southeastern Myanmar, as well as one temporary shelter on the Thai-Myanmar border, with the goal of identifying existing abilities and areas for growth. Overall, 94% of observed ethnic and refugee teachers demonstrated meeting minimum MLE competency requirements to support children to build a strong bridge from their mother tongue to their L2 (Burmese or English, depending on the context). The study was conducted together with the Karen Education and Cultural Department (KECD), Kayan New Generation Youth (KNGY), the Karen Teacher Working Group (KTWG), the Mon National Education Committee (MNEC), Rural Indigenous Sustainable Education (RISE), and the Karen Refugee Committee-Education Entity (KRC-EE) and World Education Thailand and Myanmar. [ABSTRACT FROM AUTHOR]

Copyright of Argentinian Journal of Applied Linguistics is the property of Federacion Argentina de Asociaciones de Profesores de Ingles and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Many school children in ethnically diverse countries live in multilingual environments where the medium of instruction in school differs from their mother tongue. We conduct a field experiment in a multiethnic village in northern India to study the relative importance of linguistic distance and neighborhood isolation in the acquisition of language and mathematics skills in elementary school. The village has two sizable ethnic groups speaking languages very different from the medium of school instruction. Students attempt a set of mazes and take tests in reading and mathematics. We find that performance in language‐dependent tasks relative to mazes is lower for children whose mother tongue is different from the medium of instruction only if their ethnic group is also residentially segregated. Language policy in most countries has traditionally favored either mother‐tongue instruction or assimilation into mainstream language and culture. Our results suggest that there may be value in a more nuanced approach that flexibly combines some instructional support in a mother tongue for those who need it, with policies that encourage contact with speakers of dominant languages to benefit from peers and social networks. [ABSTRACT FROM AUTHOR]

The article considers the features of modern European language policy in the educational context. It has been established that solving the problems of multilingualism is an extremely important matter. Globalization and migration flows of the 21st century have made the role of language policy paramount in today’s world. Citizens, equal in rights and responsibilities, are distinguished by their cultural identity, which is why the problem of peaceful coexistence of all citizens of the European community is particularly acute today. The aim of the Council of Europe is to bring the individual member states closer together through joint steps at the cultural level. The heritage of cultural diversity is seen as a treasure to be protected and developed. Only the knowledge of modern European languages will increase opportunities for communication and interaction in all spheres of public life, promote mobility and mutual understanding. All the problems of multilingualism must be addressed in a balanced and tolerant way. The education sector is an environment that is designed to ensure compliance with all laws and regulations regarding the teaching and learning of foreign languages, a place of democratic approach to the implementation of European language policy. Public administration of languages, regardless of form, has the main goal – to maintain linguistic diversity. No educational space is socially homogeneous, because each has different languages and different cultures. This multiplicity of languages and cultures, which characterizes the modern European space, forces to approach their study extremely carefully, to create all necessary conditions for foreign language activity, The problem of multilingualism in the European system of higher education is analyzed and the personal development of students in the conditions of multilingualism is covered. It has been established that the Council of Europe promotes the development of quality education: it ensures student mobility, develops joint curricula, creates educational networks, encourages the exchange of information and promotes the benefits of lifelong learning. The knowledge of foreign languages is an important component of this activity. Multilingual citizens are better prepared to take advantage of the educational opportunities offered by the integrated Europe. The relevance and necessity of learning foreign languages at the present stage are substantiated. It is stated that the European language policy encourages multilingualism and aims to achieve a situation where every citizen of Europe, in addition to their native language, will speak at least one foreign language.

This study examined how novice teachers of English for speakers of other languages (ESOL) apply their pedagogical language knowledge (PLK). The authors frame PLK as an essential contributor to teachers' ability to support multilingual students' language and literacy development, which in turn contributes to the enactment of humanizing pedagogies, because language and literacy skills enable engagement with meaningful content and full participation in schooling and society. Data sources include lesson observations and interviews with 11 ESOL teachers over the course of 3 years. Participants were observed drawing on their PLK to offer humanizing support for the language and literacy development of multilingual students through the following instructional practices: responding to common developmental language needs; promoting vocabulary development; prioritizing receptive and productive skills at the word, sentence, and discourse levels; and using students' home language knowledge as a resource. The researchers share data that reveals how participants' PLK informed their use of these instructional practices. These concrete examples offer a deeper understanding of how all teachers could develop and apply PLK to inform their enactment of humanizing pedagogies with multilingual students. [ABSTRACT FROM AUTHOR]

This study closely examined the motivational language selves of Chinese university students in the process of multilingual learning. Semi-structured interviews were conducted with twelve Japanese specialist majors. The qualitative data revealed the complex interplay between the participants' language selves and complicated contextual influences. The participants seemed to have strong ideal English self especially in the workplace and relatively weaker ideal Japanese self. They had strong ought-to Japanese self and their ought-to English self was suspended to some extent. Apart from their English and Japanese selves, they also constructed a multilingual self. The cultural, social and pedagogical contexts in which the participants were embedded exerted mixed influences on their self constructions. The findings suggest the neoliberal emphasis on the instrumental value of language and the negative impact of English as a global language on Japanese learning in such social discourse. This article is concluded with some pedagogical implications for language teachers. [ABSTRACT FROM AUTHOR]

This special issue explores the use of metaphor in education from a multilingual perspective in two Scandinavian countries, Norway and Sweden. In this introduction, we include a brief overview of earlier research in the domain and identify common factors noteworthy to discuss in relation to the multilingual context, for instance, the notion of creativity and speaker legitimacy in a second language context. The issue includes six articles comprising multilingual school children, youth, university students, adult migrants, and indigenous minorities. Several of the articles focus on second language acquisition, use and assessment, while others deal more with social issues, including unequal power relations and prejudices that newcomers encounter in everyday life. [ABSTRACT FROM AUTHOR]

This descriptive observational study examined the implementation of Mother Tongue-Based Multilingual Education (MTB MLE) language policy to the classroom practices of a grade three multilingual classroom in the Philippines. The constructive alignment of the said language policy implementation was evaluated in terms of: (1) Mother Tongue (MT) as a subject area, examining specifically the coherence of the teaching and learning activities and assessment criteria used; and (2) MT as a medium of instruction. Findings revealed that there were discrepancies, incongruences, and insufficiencies in the administration of assessments in the alignment of MT as a subject area. These issues resulted in the underdevelopment of the four macro skills of the learners and caused misalignment of the classroom implementation to the language policy. The same is true with the implementation of MT as a medium of instruction in the classroom; however, the use of translation and code-switching of L1, L2, and L3 helped in the comprehension and participation of the students. These findings call for the attention of the policymakers and teachers for a rigorous review of the policy and its actual implementation as it significantly affects the holistic development of the students. This study further contributes to the continuous improvement of the educational system in the country particularly in the K-12 and MTB MLE implementation. [ABSTRACT FROM AUTHOR]

The world continues to evolve, where globalization has been the driving factor behind changes in society, thereby creating challenges that could be seen as opportunities in education. Areas such as collaboration, teamwork along with intercultural awareness and communication are just a few of the areas that are being addressed in the educational arena amongst practitioners. Approaches such as Content and Language Integrated Learning (CLIL), Content Based Instruction (CBI) and English as a Medium of Instruction (EMI) have proven to be viable options for bi/multilingual educational environments across the globe. This editorial discusses research from four continents – the Americas, Asia, Europe, and the Middle East (The United States of America, Taiwan, Iran, Mexico, Turkey, Colombia, Puerto Rico, and Italy) – reporting on the diversity in integrating content and language in bi/multilingual teaching environments. Key issues such as children’s literature and CLIL, reading comprehension in English as a Foreign Language (EFL), language objectives in lesson plans and assessment in content-based instruction. Furthermore, EMI and the internationalization of higher education, teachers’, and students’ beliefs on the use of Spanish in an advanced English classroom and the implementation of CLIL in the field of pharmacology will also be discussed, where insights into how content and language are integrated at the different educational levels.

This study describes multilingual students' authentic use of their multiple languages in a science classroom in Viljoensdrift, South Africa. There has been a broad scope of research conducted by several researchers with regards to translanguaging and all have proven it to be an effective pedagogical tool that can be used in the process of teaching multilingual students universally. The studies showed that translanguaging can be used to break the common notion of monolingual bias to eradicate the disadvantages it inflicts on multilingual students. This present mixed-methods study involves 28 eighth-grade high school Natural Sciences students whose home language is Sotho. The participants were taught in both English and Sotho and were given tutorial materials written in their home language. After the lessons, the participants wrote a post-test and were also interviewed on their experiences of the translanguaging pedagogy and learning materials they used. The post-test results and interview responses highlight the significant role played by students' home language in the science classroom, illustrating the ways in which translanguaging in a science classroom constitutes a resource in joint negotiations of the scientific content and its related language for multilingual students. [ABSTRACT FROM AUTHOR]

Teaching English has traditionally been associated with a monolingual bias and the exclusive use of English in the classroom is highly recommended in different countries. Nowadays English is widely used to teach academic content and this strict separation of languages can be problematic because it prevents students from using resources they have previously acquired in other languages (Cenoz & Gorter, 2015; Kubota, 2018). In this article we discuss 'pedagogical translanguaging' understood as intentional instructional strategies that integrate two or more languages and aim at the development of the multilingual repertoire as well as metalinguistic and language awareness. Pedagogical translanguaging considers learners as emergent multilinguals who can use English and other languages depending on the social context. Their linguistic resources are valued and learners are not seen as deficient users of English but as multilingual speakers. [ABSTRACT FROM AUTHOR]

This article focuses on the development of morphological awareness in English as a third language. It analyses how the activation of previous linguistic knowledge can influence morphological awareness. Participants were 104 primary school students who were learning English as a third language and were already fluent in two other languages, Basque and Spanish. Participants in the experimental group took part in a pedagogical intervention aiming at the development of morphological awareness by using translanguaging pedagogies. The aim of the intervention was to enable participants to use their linguistic repertoire across languages and benefit from their multilingual resources. Results indicate that participants in the experimental group obtained higher scores in morphological awareness than the control group from the same school. In addition, participants in the experimental group perceived that the use of translanguaging strategies was useful for their learning and also enjoyable as a teaching approach. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article is devoted to the problem of multilingual education in the context of situation in the Sakha Republic (Yakutia). Through the clarification of main notions, the model of multilingual education developed now in the Sakha Republic (the largest region of the Russian Federation) is discussed. It is revealed that the model is based on “Western” approach in educational practices and characterized by the systematic integration of the teaching of languages into the educational system. It is concluded that the model is aimed at achieving functional bi- and multilingualism - effective mastering the second and third languages using bi- and multilingual education - and built on parity bilingualism (native-state languages) and in-depth study of foreign (English) language. [ABSTRACT FROM AUTHOR]

Copyright of Icelandic Journal of Education / Timarit um Uppeldi og Menntun is the property of University of Iceland, School of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Turkey presents a unique picture as the host of the highest number of Syrian refugees after the outbreak of civil war in Syria in 2011. According to United Nations High Commissioner for Refugees (2018), Turkey has more than 3.5 million Syrian refugees half of whom are school-aged children. These children have limited access to their basic human right: receiving quality education. Fewer than half of approximately one million school aged (ages 5 to 18) Syrian refugee children could receive regular education services in Turkey (Directorate General of Immigration Affairs, 2016). Turkey welcomed a large number of Syrian refugees without taking necessary steps in its education system. Embracing cultural diversity via multiculturalism, and multilingual education, one needs to direct the attention of the audience to the long-term struggle of refugee children in Turkish education system and draw a conceptual framework for quality education and excellence in teacher education. The present paper is an attempt to highlight the role of multicultural education; more specifically through the lens of multicultural literacy practices. Highlighting the contributions of various genres of different ethnic and racial backgrounds such as songs, poetry, fiction, (auto)biographies, multicultural literacy could increase cultural awareness and understanding of pupils, teachers, administrators and the communities, and could help establish enriching learning experiences for Turkish and Syrian children. Multicultural literature provides a meaningful platform affirming differences and showing cultural connections, revealing social issues, necessitating action against injustice, and embracing diverse cultures. When implemented with care, multicultural literacy could increase academic achievement of ethnic minority and at-risk students, heighten cultural awareness and understanding of all students, and provide meaningful learning opportunities for all. The present paper aims to delve into the relationship among English as a lingua franca, Syrian refugee children education, and the theoretical underpinning of multicultural and multi-ethnic education in relation to English language instruction in Turkey. [ABSTRACT FROM AUTHOR]

School effectiveness research (SER) and bi/multilingual education research have been largely developed as separate research paradigms. Hence, SER research does not facilitate clear conclusions on bi/multilingual (the term ‘multilingual’ is used henceforth) education and its effectiveness. Despite the intensification of multilingual education research over the last four decades, only a few authors and studies have focused on offering a compact overview of what factors need to be in place for the programs to be effective. These works are neither recent nor systematic. In this article, we aim to contribute to this research gap by systematically reviewing the research evidence on specific factors explaining multilingual student success in multilingual education programs. The findings of this systematic literature review integrate the current evidence regarding the critical factors conducive to student success in multilingual education. The results reveal that the reviewed studies mostly discussed school level factors and only occasionally talked about state/regional or individual level factors. We also underscore the critical role of leadership in making multilingual education successful. The implications of this review are twofold: by using a conceptual framework to discuss the success factors, the interdependence of the variables shaping multilingual education is highlighted, while the results collect the latest evidence for decision makers in multilingual education.

The article offers information on translation exercises in multilingual education in Mauritius. Topics include translation exercises in Mauritian textbooks in Indian ethnic identity languages, oral and written translations, and problems of embedded sentences and phrases in translation. Particular focus is also given to the problem of lexical translation.

The global spread of English has become a widely felt phenomenon, arousing different perceptions and attitudes among those who encounter it. The dominant use of English in virtual spaces has led to the emergence of "English 2.0," which has been perceived as a new concept of learning English involving networked learning and the use of digital technologies. This study explores Indonesian university students" and faculty members" attitudes towards the use of English in both face-to-face and virtual contexts. Adopting a mixed methods approach, it involved two hundred and fifty-one respondents through which questionnaires were distributed and completed. Responses to Likert-scale items were analysed using a paired-samples t-test of SPSS, while open-ended responses were used to yield a more in-depth analysis. The results show that there were mixed attitudes towards English among the respondents. This study suggests that while virtual domains can provide a space for learning and practicing English, a beneficial utilisation of the language ultimately depends on how English language learning is planned and designed. [ABSTRACT FROM AUTHOR]

This research analyses how effective multilingual educational reforms (MLE) have been in post-Soviet Georgia in helping ethnic minorities to learn Georgian as a second language in order to integrate into Georgian society. It also examines the language ideologies at play within the interactive dynamics of top-down and bottom-up discourses. This research used qualitative methods of analysis and the data was collected in February and March 2015. The research revealed that MLE processes in Georgia at the current time have not been effective in bridging the language gap for ethnic minorities due to the low proficiency of the Georgian language among ethnic minority teachers. Furthermore, MLE reforms have produced ideologies of exclusion rather than inclusion and the research has revealed a social hierarchy of languages (Weber in Multilingualism, education and change, Peter Lang, Frankfurt, 2009) is prevalent within Georgian society and in all spheres of language use. However, at the grass-roots level the research discovered that language shift is happening as a natural process externally to multilingual education processes among ethnic minorities in Georgia. This has been attributed to an increase in the motivation of ethnic minority populations to improve their economic opportunities within Georgian society though the use of social media and information technology. [ABSTRACT FROM AUTHOR]

In the past four decades, marketization and modernization in China have led to conflict between economic development and the protection of ethnic minority cultures. In response, a growing number of scholars have focused on issues related to education and ethnicity in China. This article describes and analyzes how these scholars researched education and ethnicity between 1990 and 2014. Six research themes are identified: educational policy, multicultural education, minority cultural heritage in school, ideological-political education, multilingual education, and teachers and teacher education. The final section discusses how education scholars could improve future research on education and ethnicity in China. [ABSTRACT FROM AUTHOR]

India is a multilingual country with 780 languages written in 66 scripts (PLSI), of which 22 are scheduled languages. India's North East has about 220 languages which fall under three linguistic families. Every Indian school has a reflection of this multilingualism in terms of the numbers of languages coming into a class. The country set mother tongue based multilingual education as a goal of school education (National Curriculum Framework: NCF 2005) the stand has been re affirmed through Right to Education (RTE) Act 2009. As a response to these initiatives as well as from the recent trend of identity assertion phenomena in North East India, many tribal/minority languages are emerging in the school education curriculum. Karbi and Mising language of Assam have been introduced in the Education system in 1980s but the recent field work conducted in the two languages reveals that the people at large are not aware of the significance of bringing tribal languages in education rather it is considered as one of the initiatives of the government and there is not much people can do about sustaining these languages in education. The paper intends to look into the challenges of sustaining tribal languages in the education system in today's globalised world. [ABSTRACT FROM AUTHOR]

In January 1982, the Republic of Seychelles became the first country to make its Creole, Seselwa, an official medium of instruction in its multilingual education system. Overall, this innovative language policy has positively affected student levels of personal motivation and academic success. Nevertheless, the nation's continued use of Creole-mediated multilingual education (CMME) has not been without critics. Chief among them have been the expected purveyors of the CMME policy - teachers. Using a mixed-method survey research design, this study investigated teacher attitudes towards the nation's three official languages: Seselwa, English, and French; and the Seychelles' CMME policy. The overall research result was as sobering as it was clear. Despite the government's 30-year commitment to CMME, the majority of the teachers polled still questioned the efficacy of this policy. Importantly, as this investigation demonstrates, a primary source of this doubt may be found in the teachers' own language profiles. The implications of these research findings for the future of CMME in Seychelles are discussed and recommendations for future investigations of vernacular instruction are presented. [ABSTRACT FROM AUTHOR]