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Our study examines the scaffolding strategies employed by secondary biology teachers to support multilingual learners (MLs) in engaging with Science and Engineering Practices (SEPs). Rooted in sociocultural theory, we focus on the integration of academic language in disciplinary practices. Data from video-recorded observations of 12 secondary biology teachers' lessons revealed diverse scaffolding at word, sentence, and discourse levels. Effective strategies often integrated language and content learning, aiding students' scientific and linguistic development. However, an overemphasis on language sometimes deterred active SEP participation. These findings underscore the necessity of striking a balance between linguistic pedagogy and active scientific exploration, offering critical guidance for educators in linguistically varied and -content-intensive environments. [ABSTRACT FROM AUTHOR]

We used a Self-Study of Teacher Education Practices (S-STEP) methodology to consider how 16 teachers in an English as a Second Language (ESL) assessment course discussed 'academic' versus 'social' language while assessing a multilingual student's oral language. Using a -figured-worlds framework to explore teachers' underlying beliefs about the 'academic'/'social' language dichotomy, we aimed to explore: What figured worlds were present in teachers' dichotomous descriptions of multilingual students' 'academic' and 'social' language? Our findings reveal four inter-related figured worlds that teachers' descriptions revealed about students' oral language. First, teachers used words like formal, complex, and difficult to characterize so-called 'academic' language, while they described 'social' language as informal, simple, non-specific, etc. Second, teachers depicted multilingual students as struggling with or overwhelmed by 'academic' language but as having strong conversational skills and a relaxed and even jovial manner when using so-called 'social' language. Third, teachers depicted themselves as owners and controllers of 'academic' language and as charged with imparting 'academic' language on students. Finally, teachers associated English with 'academic' language and students' home languages with 'social' language. These findings suggest that teachers' figured worlds relate both to their views of language and to their identities and roles as teachers. [ABSTRACT FROM AUTHOR]

Argentinian philosopher Enrique Dussel (1977, 1977/1985) is a foundational figure in the tradition of liberatory education and decoloniality, having written significant contributions to educational theory. However, existing decolonial analyses of language learning pedagogy and policy have not engaged with his writings, specifically those on pedagogics and liberation. In this paper, we argue that Dussel's notion of pedagogics provides a fresh framework for the critique and analysis of educational policy governing racialized multilinguals. We first consider the dehumanizing state of language education and policy. We then describe Dussel's contribution to critical policy analysis. Finally, we consider the case of Pennsylvania's language education policy in light of Dussel's ideas and make recommendations for a liberatory project of language education policy. This paper adds to scholarship that attempts to answer the question, What does liberatory education look like for multilingual students entering English dominant schools?, by focusing on the learner 'othered' within systems of oppression. [ABSTRACT FROM AUTHOR]

This study reports on the outcomes of a project aimed at building the research and pedagogical capacity of teacher educators in Kazakhstan, where reforms are being enacted to teach STEM subjects in English at the secondary school level and to increase research output at pedagogical universities. Sixty teacher educators from five Kazakhstani pedagogical institutions completed professional development modules focused on action research and pedagogies of STEM or multilingual education. Thematic analysis of pre- and post-professional development surveys, syllabi, and action research plans was conducted through the lenses of teacher identity formation, collaborative action research, and self-efficacy theory. The analysis revealed that teacher educators learned to value action research as a tool for enhancing teacher practices and expressed intentions to use it both as a scientific method and as a learning tool for pre-service teachers. However, practical challenges and still-developing self-efficacy were identified as potential constraints on the future use of action research. These findings emphasize the need for continued support and targeted interventions to fully integrate action research into teacher education in Kazakhstan. [ABSTRACT FROM AUTHOR]

As student populations in the United States grow increasingly linguistically and culturally diverse, asset-oriented pedagogical approaches become essential for leveraging the linguistic talents of multilingual students in science education. This literature review explores evidence-based instructional interventions supporting emergent multilingual learners in deeply engaging with scientific practices and communication in high school science classrooms. The review examined nine peer-reviewed studies published between 2012 and 2023, focusing on instructional strategies for multilingual learners in secondary science education. Findings reveal promising interventions such as the 5E instructional model, think-pair-share discussions, translanguaging techniques, and culturally responsive pedagogy. These approaches, grounded in sociocultural theory and systemic functional linguistics, conceive learning as a social process involving cultural tools like language to construct knowledge. The efficacy of these interventions relies on their adaptability to diverse student backgrounds, classroom dynamics, and teacher readiness. Emerging effective strategies encompass technology-enhanced learning for multilingual science students, interactive science notebooks, and integrating content and language instruction for emergent multilinguals. Further research is needed to refine these models for multilingual youth across diverse high school settings. Advancing scientific literacy and educational equity requires educators to embrace asset-oriented pedagogies that integrate content, language, and literacy development, drawing on established theories to cultivate robust disciplinary thinking and knowledge acquisition for all students. [ABSTRACT FROM AUTHOR]

The growing demand for accessible and effective e-learning platforms has led to an increased focus on innovative solutions to address the challenges posed by the diverse linguistic backgrounds of learners. This paper explores the use of AI-generated virtual speakers to enhance multilingual e-learning experiences. This study employs a system developed using Google Sheets and Google Script to create and manage multilingual courses, integrating AI-powered virtual speakers to deliver content in learners' native languages. The e-learning platform used is a customized Moodle, and three courses were developed: "Mental Wellbeing in Mining", "Rescue in the Mine", and "Risk Assessment" for a European ERASMUS+ project. This study involved 147 participants from various educational and professional backgrounds. The main findings indicate that AI-generated virtual speakers significantly improve the accessibility of e-learning content. Participants preferred content in their native language and found AI-generated videos effective and engaging. This study concludes that AI-generated virtual speakers offer a promising approach to overcoming linguistic barriers in e-learning, providing personalized and adaptive learning experiences. Future research should focus on addressing ethical considerations, such as data privacy and algorithmic bias, and expanding the user base to include more languages and proficiency levels. [ABSTRACT FROM AUTHOR]

The book review discusses the evolution and reform of school mathematics curricula in Asian countries, focusing on efforts to update outdated practices and prepare students for the modern world. It highlights the experiences of countries like Singapore, Japan, and South Korea in international assessments like PISA and TIMSS. The book delves into specific reforms in countries like Indonesia, Thailand, and Taiwan, emphasizing the importance of teacher training, innovative pedagogical approaches, and real-world applications in mathematics education. The review provides valuable insights for educators, policymakers, and researchers interested in curriculum development and reform in mathematics education across Asia. [Extracted from the article]

Informed by the current scholarly conversations surrounding linguistic racism, this paper investigates anti-racist translingual practices within the context of a college multilingual writing classroom. Fusing translingualism and critical race theory, the paper underscores the significance of translingual digital storytelling as a critical and creative practice of counter-storytelling. Based on a case study of the translingual digital stories created by nine multilingual international students, the paper explores the potential of these stories in combating linguistic racism and inferiority complexes. I begin by framing the issue of linguistic racism within multilingual education, emphasizing the perils of racial marginalization and discrimination experienced by multilingual international students. I then explore how the multilingual students in this study have utilized a range of linguistic repertoires and multiple modalities to document and resist their lived experiences with race and racism. Based on my analysis of the students' digital stories, I conclude this paper with pedagogical implications for integrating translingual digital storytelling into anti-racist teaching and learning. [ABSTRACT FROM AUTHOR]

CLIL, which stands for Content and Language Integrated Learning, is an instructional approach that gives ample curricular and pedagogical attention to content and language outcomes in multilingual educational settings. Increasingly, it is heralded as a way to responsibly enact top-down English-Medium-of-Instruction (EMI) policies at the university level, where teachers and students are tasked with developing their English proficiency while remaining competitive in the international job market. However, teachers and teacher educators hoping to implement this approach in their science, technology, engineering and mathematics (STEM) content courses face significant challenges. This article serves as an introduction to a guest-edited special issue that reports on several aspects related to a project of international collaboration called Project SCILLA, an acronym for "STEM Content Integrated with Language-Learning Activities". We first provide a brief overview of the project, which was developed and carried out in collaboration between Michigan State University and a consortium of 10 rural universities in Kazakhstan as a way to support STEM educators who wish to adapt their teaching practices to Kazakhstan's Ministry of Education. We then offer an overview of the six articles that comprise the special issue, and call for deliberate and dialogic international collaboration as a way to support teachers responding to language policy demands. [ABSTRACT FROM AUTHOR]

Family engagement in multilingual learner education offers benefits associated with improved academic performance, stronger parent-teacher communication, and more inclusivity of cultural and linguistic diversity. Responding to calls for professional development that enables teachers to meaningfully involve families, this paper draws from surveys and course assignments to examine how teachers expanded their perceptions about the incorporation of multilingual learner families in a graduate program. We conclude by discussing implications for teacher professional development with specific attention to how teachers can integrate multilingual learner families. [ABSTRACT FROM AUTHOR]

This study investigates the reading difficulties encountered by Grade One learners in District 1 of the Schools Division of Bago City for the school year 2023-2024 and examines their impact on academic performance. Utilizing a descriptive-correlational research design, the study assessed 231 Grade One learners from five elementary schools using a modified Reading Difficulty Checklist. Findings indicate that learners experience moderate difficulties across five key areas of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension, with comprehension posing the greatest challenge. The study also reveals that demographic factors such as age, sex, parents' educational attainment, and family income significantly influence reading proficiency. Additionally, a strong correlation was found between reading difficulties and academic performance, highlighting the need for targeted intervention programs. Based on the results, an intervention plan is proposed to enhance reading skills and improve academic outcomes for young learners. [ABSTRACT FROM AUTHOR]

This article focuses on the ever-increasing stress on multilingual education (MLE) in policy documents, especially its pairing with mother tongues in education (MTE). This focus brings into relief the relationship between MTE, the preservation of linguistic diversity and social democracy. We argue that the outcome of this relationship crucially depends on the nature of processes involved in bringing the mother tongues into the premise of education and transforming them into the languages of stage discourse. The challenges before a substantive vision of MLE include adopting a bottom-up, inclusive approach rather than a top–down, authoritarian one, thereby challenging the existing elitist linguistic aesthetics. We contend that it is only through such a challenge that we can move towards an inclusionary multilingual approach to educational practices. These aesthetic principles constitute the bastion of hegemonic practices of the elite through which they determine the citizenship of the languages in the public sphere that is the world of texts. Without an undoing of this bastion, the article argues, we would simply be furthering the ongoing genocide of our languages and cultures. From this perspective, we offer a close reading of the recently implemented National Education Policy 2020 of India (NEP 2020) as it explicitly focuses on MLE/MTE. We demonstrate that NEP 2020 interprets multilingualism from a monolingual perspective. We show that this perspective stems from its attempts to replace English-centric elitism with a Sanskrit-centric one. Thus, the major challenge before NEP 2020 is to break the confines of elitism and engage with the multiplicities of linguistic practices. [ABSTRACT FROM AUTHOR]

Rama Mathew is an English Language Teaching (ELT) consultant and retired as Professor of Education from the University of Delhi where she was also Dean of the Faculty of Education. She taught at the English and Foreign Languages University (EFL-U, formerly CIEFL, the Central Institute of English and Foreign Languages) Hyderabad for over 23 years. She was Head of the Research, Monitoring and Evaluation Unit of English in Action project in Bangladesh. She has been involved in several teacher development and assessment projects and published articles and books in the area. She was a lead mentor for ARMS (Action Research Mentoring Scheme) and for ELTRMS (ELT Research Mentoring Scheme), both British Council funded schemes. She has completed multiple projects in India, Bangladesh, and Sierra Leone, where she supported teachers to carry out classroom-based research. Her research interests include language assessment, teaching English to young learners, continuing professional development (CPD) of teachers, multilingual education and making English accessible to learners online. She won the British Council's South Asia ELTON award for Outstanding Achievement in 2024. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore translanguaging space as a transformative third space, where alternative and competing discourses are celebrated and where science learning and the development of science's discourse and epistemic practices expand across overlapping boundaries (e.g., home, school, and community). The study focused on Syrian refugee youth adapting to learning science in English in the Lebanese multilingual educational system that esteems international languages (English or French) over Arabic. Our research questions included: (1) What translanguaging practices and functions emerge during a linguistically responsive life science unit designed for refugee multilingual learners? (2) How does a translanguaging space act as a third space for refugee learners to engage in meaning‐making and science practices and discourse around the topic of "respiration"? The study utilized a qualitative instrumental case‐study approach to generate data around refugee learners' languaging practices and their development of science understandings, practices, and discourse. We also engaged in participatory methodologies that challenge boundaries between researchers and participants. The data sources were 22 Zoom recordings, students' work, and participant‐generated feedback. Thematic analysis was used to analyze transcripts and students' work while adhering to trustworthiness criteria. Our findings center translanguaging as a justice‐oriented pedagogy that enables a productive and "inviting" third space for refugee multilingual learners to make meaning of phenomena by bringing together and extending their semiotic and epistemic repertoires. Serving multi‐tiered functions, translanguaging fostered dialogic connections that affirmed students' "outside" social spaces as valuable resources for meaning‐making in science classrooms. The implications discuss design features that support a fluid and purposeful translanguaging third space for asset‐oriented science learning. [ABSTRACT FROM AUTHOR]

The article discusses the importance of translanguaging in science and engineering education research, aiming to foster critical conversations and transform perspectives around language and the experiences of language-minoritized individuals. It highlights various studies that showcase the brilliance of multilingual individuals and their diverse language practices in learning environments. The authors, who are committed to equitable education, provide insights into their personal and collective backgrounds, emphasizing the need to recognize and value the linguistic, epistemic, and cultural resources of minoritized students. The article concludes by offering guiding questions for readers to reflect on the theoretical, methodological, and practical implications of engaging with translanguaging in science and engineering education research. [Extracted from the article]

The purpose of this case study was to explore how the discourses and pedagogy of Mariana, an urban early childhood educator in the Northeastern United States, were informed by the construct of hope as an aspect of her professional practice. Like many of her students, Mariana was an immigrant and learned English as a second language. Data for this inquiry were field notes from four observations of Mariana's teaching practices, post-observation notes, and transcripts of five interviews. Analysis incorporated grounded theory with open and axial coding to identify salient connections between and among data sources. Findings suggest that the promotion of hope in Mariana's pedagogy surfaced in relation to insights from her prior experiences as an immigrant and linguistic outsider, from a value to promote student agency and the affirmation of their voices, and from the human and material resources in her professional setting. Each of these functioned as a resource that informed Mariana's understanding of self as a teacher and the instruction she provided. This inquiry contributes to the call for the diversification of the teacher workforce and the centrality of hope as integral in the education of young children, particularly those of diverse cultural, linguistic, and socio-economic backgrounds. [ABSTRACT FROM AUTHOR]

Since the launch of the term translanguaging in 1994, the multiple discursive practices that are grouped under this label have been explored in over 3000 papers, covering a variety of contexts, both within and outside education. While the term has clearly resonated with researchers and practitioners, here it is argued that it is unclear what it means exactly, because there are no diagnostic criteria specifying what it is. Extensive criticism has also been put forward in the academic literature, showing that central claims are untenable in the face of overwhelming counter-evidence from a range of fields, including studies on code-switching, bilingual education, bilingual first language acquisition, language contact and language processing. However, translanguaging can become a useful instrument for researchers and practitioners if the concept is narrowed down to what it was coined for, namely pedagogical practices that are beneficial for multilingual learners. In order for this to happen, clear diagnostic criteria need to be provided for the identification of translanguaging, and research evidence from neuroscientific, structural, psycholinguistic and sociolinguistic studies on multilingualism needs to be integrated into its conceptualization. [ABSTRACT FROM AUTHOR]

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.

Content and language integrated learning (CLIL) is a pedagogical approach that merges language and content learning. It originated in Europe and increasingly influences bilingual and multilingual education worldwide. This article reviews the international research literature on CLIL, focusing on publications from 1994 to 2022, to discern patterns, evaluate the progress of the field, and anticipate future directions. The analysis reveals a marked growth in CLIL research, with a notable spike since 2007, and Europe's dominant role, especially contributions from Spain, the UK and Germany, reflecting the influence of EU language policies and the concentrated academic efforts in this region. CLIL research primarily revolves around bilingual/multilingual education and language teaching, involving five key areas: impact on language learners; teaching effectiveness evaluation; influencing factors on implementation; professional development of teachers; and CLIL practice in higher education. Future CLIL research will focus on the deeper integration of language and subject learning, combining CLIL with English as a medium of instruction (EMI), embracing learner diversity, and aligning with pluriliteracies. These findings guide language education transformation and further CLIL research development. [ABSTRACT FROM AUTHOR]

Drawing on Sutton and Levinson's Socio-cultural Approach to policy, this study explores the experiences and collective language beliefs of 25 teachers implementing the Mother Tongue-Based Multilingual Education (MTBMLE) policy in two urban Philippine school districts. Mixed methods were used to understand policy enactment and teacher perspectives. Findings reveal that teacher beliefs about language significantly influence their appropriation of the MTBMLE policy. While some teachers accommodated the policy, others demonstrated negotiation and some showed nuanced resistance due to perceived pedagogical challenges hindering implementation. This research highlights the role of teachers as active agents in shaping policy, not simply passive recipients. By uncovering teachers' deeply held language ideologies, the study offers valuable insights for MTBMLE policy reformulation. [ABSTRACT FROM AUTHOR]

Malta is a small island in the Mediterranean Sea with a history of foreign occupation and British colonisation. Although bilingualism is a quintessential feature of being Maltese, recent, rapid, and unprecedented demographic shifts are altering the country's linguistic landscape from a bilingual to a multilingual one. This situation is mirrored in Maltese schools, with classrooms becoming more linguistically and culturally diverse. This paper explores how 145 Maltese primary school educators perceive and approach teaching students with diverse language and cultural backgrounds by examining their attitudes toward employing flexible language strategies, such as code-switching. The results of this research highlight the evolving dynamics of language use in Malta and the resulting impact on its educational system. This requires the reassessment of professional development initiatives in light of the current migration patterns. The aim of this study is to ultimately develop guidance and customize practical training and consultation sessions focused on culturally and linguistically responsive teaching.

In a progressively interrelated world, the advancement of strong multilingual literacy skills among learners is of great importance. This article showcases successful multilingual literacy initiatives, analyzing their implementation and impact. The study revealed great positive influence on communities and individuals after the initiatives. The predominant aim is to give extra weight to the indispensable importance of appreciating and paying attention to linguistic diversity through effective multilingual/translanguaging literacy opening moves. Using a survey design, this study paid attention to documenting instances of multilingualism implementation in educational settings, purposefully selecting South Africa and Nigeria as central points. Using a qualitative approach, the research examined success stories by analyzing reports, publications, archival materials, and scholarly articles associated with the projects. Special attention was paid to the Ife 1970 Nigeria’s Project and the 2002 Western Cape LOITASA’s project and the findings were presented in a descriptive narrative format. The study elaborated on the objectives, strategies, and results of these projects, presenting findings in a descriptive narrative format. Moreover, the study contributes valuable insights to the debates surrounding effective literacy practices in multilingual contexts. By presenting success stories from these African nations, the study provided practical guideposts for policymakers, educators, and practitioners who want to develop or improve multilingual literacy programs. Lastly, the findings stressed the significance of culturally responsive and context-specific approaches to literacy, proposing the adoption of multilingual/translanguaging pedagogies within school systems. Through these, the study will promote inclusive and efficient educational practices that honor and celebrate linguistic diversity.

Despite the intensification of multilingual education policies over the last four decades, only a few studies have focused on their impact on learning outcomes. These studies are neither recent nor systematic. This study systematically reviewed research evidence on how multilingual education policies impact learning outcomes that intersect with broader social, cultural, and political contexts in South Africa. Various data collection methods were used, including document analysis, online database searches, and examination of government websites. The data span between 2013 and 2023, focusing specifically on language rights, linguistic diversity, and the efficacy of language instruction. The authors explored effective strategies to support students in multilingual classrooms. One of the findings showed that although multilingual education policies have a positive impact on learning outcomes, they have their challenges, resulting in declines in students’ achievements. The study contributed to new research by proposing a framework called “Mother Tongue-Multilingual Education (MT-ME) to improve the implementation of multilingual education in South African universities.

ABSTRACT The vast body of research on language teacher identity from the past two decades along with more recent research on language teacher emotions has shown that identity and emotions are mutually shaping facets of language teachers’ professional lives. (Un)belonging is a key link between teacher identity and emotions in that the feeling of belonging typically corresponds to insider identities and unbelonging with peripheral or outsider status. However, we still know relatively little about how the feeling of (un)belonging is experienced by language teachers, particularly veteran teachers. Given that belonging can deepen teachers’ ongoing commitment to their students and enhance their overall well‐being, it is important to have a theoretically informed understanding of (un)belonging and to examine how veteran teachers perceive and experience it and what it moves them to do. This study focuses on accounts of (un)belonging that emerged unsolicited in semi‐structured qualitative interviews with 24 experienced language teachers working in Germany and Norway. Thematic analysis of the interviews revealed that (un)belonging is entangled in teachers’ decisions to become language teachers, relationships with colleagues and students, perceptions of their professional efficacy, and attachments to school communities. The article also explores what (un)belonging does. [ABSTRACT FROM AUTHOR]

This study explores the Technology and Mother Tongue: Use of Digital Materials in Mother Tongue Based-Multilingual Education among grade 1 to grade 3 elementary teachers of East Lebak District, Lebak, Sultan Kudarat. It aimed to determine the socio-demographic profile of the teacher respondents in terms of sex, age, and grade level handled; identify the mother tongue digital materials used in teaching Mother Tongue Based - Multilingual Education; determine the benefits and effectiveness of mother tongue digital materials used in teaching Mother Tongue Based - Multilingual Education; and to determine the relationship between teaching Mother Tongue Based - Multilingual Education and Mother Tongue Digital Materials used. The respondents of this study were 60 teachers from grade 1 to grade 3 of East Lebak District, Lebak, Sultan Kudarat. The data were gathered through an adopted survey questionnaire. The statistical analysis included descriptive statistics such as frequency count, mean, and percentage distribution. Person-r correlation analysis was used to determine the significant relationships between teaching Mother Tongue Based - Multilingual Education and Mother Tongue Digital Materials used On the basis results of this study, it can be concluded that mother-tongue digital materials used in teaching had no significant relationship with the teachings of Mother Tongue-Based - Multilingual Education. Although the result shows that the use of Mother Tongue Digital Materials was beneficial and effective in the teachings of Mother Tongue Based - Multilingual Education. Most of the teacher respondents used PowerPoint in their teaching. The hypothesis of this study was rejected. [ABSTRACT FROM AUTHOR]

This paper provides a personal reflection on methodological issues in terms of data collection and analysis using interpretative phenomenological analysis (IPA) to explore ethnic minority (Mongol-Chinese) students' multilingual lived experience and their identity construction in language learning and practice. IPA, as a contemporary qualitative methodology, has developed quickly in psychology and other fields of social science, but it gets limited attention and practice in investigating how ethnic minority students negotiate their identities in multilingual education. Mongol-Chinese speakers as the target participants were interviewed online to share their subjective language learning experiences and perspectives on identity construction and negotiation. By reflecting on my doctoral journey in data collection and analysis, this paper aims to share my personal experience (concerns and solutions) in terms of the multilingual and ethical challenges that arise in this IPA project. It also intends to show the potential of IPA to explore students' language learning experiences and beyond. [ABSTRACT FROM AUTHOR]

This longitudinal study explores cross-language transfer among children attending multilingual public schools in Luxembourg, where Luxembourgish is the instruction language in preschool and German the language of instruction in elementary school. Following 132 children from preschool (age 5) to grade 2 (age 7), annual assessments were conducted to evaluate their vocabulary proficiency in both Luxembourgish and German. Bilingual learners were systematically classified based on theoretically motivated criteria, encompassing home language background and Luxembourgish language proficiency. Longitudinal analyses were carried out employing linear mixed models and multigroup path modeling, targeting both monolinguals and various groups of bilingual learners. The results provide robust support for the presence of cross-language transfer between Luxembourgish and German. Notably, Luxembourgish vocabulary proficiency in preschool emerged as a significant predictor of subsequent German proficiency for both monolingual and bilingual learners. Furthermore, bilingual learners with lower Luxembourgish vocabulary in preschool exhibited compromised German vocabulary in elementary school. These findings underscore the importance of cross-language transfer theories and their implications for multilingual education practices in Luxembourg. [ABSTRACT FROM AUTHOR]

ABSTRACT Translanguaging has been empirically proven to have constructive and even transformative effects, as it provides linguistic minority learners with access to various educational and linguistic resources. Nevertheless, there is limited research on its use in the context of Chinese writing as a second language and, more specifically, on how it supports the co‐construction of knowledge between Chinese teachers and non–Cantonese‐speaking (NCS) students. This study examines NCS students' perceptions of and experiences with translanguaging in Chinese writing classrooms while illuminating the role that translanguaging plays in Chinese as a second language (CSL) writing classes in Hong Kong secondary schools. The findings of this ethnographic study indicate that NCS students' attitudes toward and experiences with translanguaging are largely positive, particularly in terms of cognitive and emotional scaffolding. They reveal that NCS students developed more complex thinking skills, metalinguistic awareness and criticality through the translanguaging space that they co‐constructed in the classroom. This study also discusses the roles played by both spontaneous and planned translanguaging in NCS students' speech and writing development. [ABSTRACT FROM AUTHOR]

This article highlights research collected during a year-long critical participatory ethnographic study at a primary school in Trinidad and Tobago. The study presents the experiences of two teacher collaborators who engage in the processes of problem identification, design and implementation of a language-friendly plan, reflective practice and knowledge mobilisation. Drawing inspiration from the Language Friendly School [Le Pichon-Vorstman & Kambel, 2021. Language-friendly pedagogy and children's well-being. https://hundred.org/en/articles/languagefriendly-pedagogy-and-children-s-well-being#1ec8c421, 2022], this research highlights the importance of collaborative dialogue in bottom-up approaches to language-inclusive education. Particularly, the research advocates for consequential validity [Cummins, 2021b. Evaluating theoretical constructs underlying plurilingual pedagogies: The role of teachers as knowledge-generators and agents of language policy. In E. Piccardo, A. Germain-Rutherford, & G. Lawrence (Eds.), The Routledge Handbook of plurilingual language education. Routledge] of the Language Friendly School, as an approach that is not only valid in theory but also extremely effective in practice. Considering the teachers' roles in this study, the findings highlight their important function as key stakeholders in inspiring sustainable change through educational practice. This article highlights the effectiveness of the language-friendly approach in creating space for teacher agency at the heart of bottom-up approaches to multilingual education. [ABSTRACT FROM AUTHOR]

The privileging of academic English in research bypasses important issues regarding multilingualism in doctoral education. In Australia, the current monolingual research paradigm limits the scope and nature of the research evidence that informs policymaking, neglecting the experiences, contributions and needs of the First Nations and migrant communities. This paper reviews the existing rationales for engaging with issues of multilingualism in doctoral education. We then expand the current debates about multilingual doctoral education praxis by foregrounding the multilingual research needs of Australia’s First Nations and migrant communities and doctoral researchers. Building on theoretical development in the areas of linguistic landscapes and language ontologies, in this paper we contribute two new concepts, community linguascapes and epistemic linguascapes. We argue that critical to redressing the research gap in Australia is a multilingual doctoral education system which accounts for and reflects on the role of languages and multilingualism across the design and practices of doctoral education programmes. [ABSTRACT FROM AUTHOR]

The article focuses on the decline in the number of instructors with specialized credentials for teaching multilingual learners, which has contributed to persistent achievement gaps and inadequate support for these students. Topics include the lack of specialized training for educators, the misrepresentation of multilingual learners in special education, and the challenges in meeting federal mandates for equity and access in education.

This article focuses on Basque and Occitan in schools in New Aquitaine, France, and analyses the philosophical arguments underlying its constitution. The school model in New Aquitaine depends on the central education system, which protects and promotes French as the majority language, although there are some schools in which the minority languages Basque and Occitan are taught. The article describes the situation of Basque and Occitan in New Aquitaine and seeks to understand, from a philosophical perspective, the ideologies and arguments underlying their linguistic and educational situation. Thus, arguments in favour of both monolingualism and linguistic diversity, as well as the relationships between identity, diversity and linguistic rights are presented. The article concludes with some implications for New Aquitaine's Basque and Occitan speakers, who lack real opportunities to build a strong linguistic group through the educational system and are therefore disadvantaged in comparison with monolingual speakers of the majority language. [ABSTRACT FROM AUTHOR]

Despite burgeoning research on translanguaging in education, research on translanguaging approaches to literacy education has lagged behind that of research on oral translanguaging in education. Hence, this article investigates what translanguaging strategies six multilingual newly arrived students used in the production of an academic text, and what prior experiences they had with learning and developing translanguaging strategies. These questions were investigated through a 60-minute writing session, in which six multilingual newly arrived students (age 16-19) wrote an academic text in Norwegian on a designated topic. The participants had lived in Norway between six months and 3.5 years. Next, the researcher conducted student interviews, exploring the students' translanguaging strategies and their previous experiences related to learning and developing them. The analysis shows that all the students applied translanguaging strategies before and during writing. The students reported that they had developed the strategies on their own, without their teachers' encouragement and support. [ABSTRACT FROM AUTHOR]

This paper presents findings from a quantitative investigation of preservice teachers' beliefs about using students' home languages as resources in educational environments. The study looked into the relationships between preservice teachers' professional learning opportunities and their home language beliefs, which had been mostly ignored in prior research. An anonymous survey was used to obtain data from five different teacher education institutions (n = 819) in Flanders (Belgium). Multilevel regression analysis revealed a significant relationship between attending multilingual education courses and holding positive beliefs about students' home languages. There was no association between fieldwork and teachers' home language beliefs. The paper concludes with a discussion of the theoretical and practical implications, limitations and recommendations for future research. [ABSTRACT FROM AUTHOR]

Inclusive education is of considerable significance in Australia being politically recognised and promoted by federal and state governments. However, literature suggests conceptual gaps have contributed to a limited understanding by policy makers and practitioners concerning 'what is' and 'who needs' inclusion. The research this paper reports explores what type of inclusiveness multilingual students have experienced in an Australian university teacher education programme. The data were collected through semi-structured interviews with a group of pre-service teachers with overseas education backgrounds and their Anglophone academic course lecturers. An integrated inclusion model was employed in the data analysis. The research found that the teacher educators exercised efforts to demonstrate inclusiveness to this group from physical, social and psychological perspectives. However, the prior educational experience and existing knowledge of these students were ignored, either consciously or unconsciously and they were often regarded intellectually 'less able' than their Anglophone peers. This paper argues that engaging multilingual students from the standpoint of intellectual equality is the key to advancing inclusive teacher education in multilingual and multicultural Australia. [ABSTRACT FROM AUTHOR]

Australia lags behind other linguistic and culturally diverse countries in policy direction and approaches to early multilingual education, despite well-established research documenting the intellectual, linguistic, sociocultural, familial and economic benefits of multilingualism in the early years. This is evidenced by the absence of a national policy framework that addresses early multilingual education in Australia, and the relatively limited attention given to research on the role of early childhood education in supporting and extending children's home languages. Within this context, using data from a larger study on early multilingual education, this article builds on empirical data from interviews with four educators representing two early childhood education settings. This article aims to examine the educators' perspectives of their settings' policy and practice, in the absence of broader curriculum frameworks, regarding their role in extending children's home languages. Despite this policy gap, the authors explore how these settings facilitated the diverse linguistic and cultural assets of children and families by supporting and extending children's home languages. Drawing on Bourdieu's framework of social practice, they examine various pedagogical approaches implemented at the settings that validated children's multilingualism, and explore the range of opportunities afforded to multilingual children in using their home languages at the settings. The findings reveal that despite the educators' well-developed understandings of the benefits of early multilingualism, there is some confusion regarding appropriate pedagogical approaches for multilingual support in early childhood education. [ABSTRACT FROM AUTHOR]

Teacher cognitions of multilingualism influence classroom behaviour and are partly formed during pre-service teacher (PST) education (Borg 2003). In Fryslân, a linguistically diverse region of the Netherlands, Frisian is a compulsory subject, yet teachers feel underprepared to teach it, leading to negative attitudes towards the minority language and multilingualism in general. A survey, dominant language constellation (DLC) artefacts (Ibrahim 2022), and focus groups with vignettes (Barter & Renold 1999) were used to explore 72 PSTs' cognitions of multilingualism in education and multilingual identities. Our triangulation of methods shows how cog- nitions of multilingualism can be mapped in various ways. PSTs held slightly positive cognitions of multilingualism in education in the survey and identified as multilingual in the DLCs and focus groups. However, PSTs' cognitions of minority languages should be improved. This study contributes to the understanding of PSTs' multilingual identities and cognitions and offers guidance on how the concept of teacher cognition can be applied to multilingualism to improve training on multilingual pedagogies for PSTs. [ABSTRACT FROM AUTHOR]

The prominence of English as a global lingua franca has posed challenges to the preservation of local languages, including the Luwu language in South Sulawesi, Indonesia. As an essential part of cultural identity, the Luwu language is increasingly marginalized due to the dominance of Bahasa Indonesia and English in formal education. This study examines the challenges faced by English teachers in balancing global linguistic demands with preserving the Luwu language. Using Fishman's Language Shift and Maintenance and Hornberger's Continua of Biliteracy as frameworks, this research explores the experiences, perceptions, and strategies of two English teachers in Luwu. The study, conducted through semi-structured interviews, reveals significant challenges, including limited institutional support, a curriculum prioritizing global languages, and the impact of digital media that diminishes students' exposure to the Luwu language. Teachers employ strategies like integrating Luwu vocabulary into English lessons, fostering both cultural awareness and biliteracy. However, these efforts are constrained by a lack of professional development, resources, and formal guidelines for incorporating local languages into teaching. The findings underscore the importance of institutional and policy support in sustaining local languages. While Indonesia's muatan lokal policy provides a framework for regional language inclusion, inconsistent implementation and resource gaps hinder its effectiveness. This study advocates for enhanced collaboration among schools, local governments, and communities to develop sustainable language preservation programs. By addressing these challenges, the Luwu language can remain a vital aspect of cultural heritage and identity, ensuring its continuity for future generations. [ABSTRACT FROM AUTHOR]

This study investigated the effectiveness of employing multilingualism in the teaching and learning of accounting in secondary schools within the Chris Hani West District, South Africa. The primary purpose was to assess whether multilingual approaches enhance or impede the educational experience in accounting classrooms. A qualitative research methodology was adopted, involving interviews conducted across three high schools in the district. Participants included teachers and learners, providing diverse perspectives on implementing multilingualism in accounting education. Findings revealed mixed opinions regarding the use of multiple languages in instruction. While multilingualism was found to promote increased participation and enjoyment among learners, it also posed challenges, such as extended instructional time due to code-switching and a greater emphasis on linguistic skills over subject content. Teachers expressed concerns about the additional time required to effectively employ multiple languages, which could detract from covering essential accounting concepts. The study recommends that the Department of Education, policymakers, and relevant stakeholders develop and implement inclusive education strategies that address language barriers without marginalizing any learners. This includes providing support and resources for teachers to effectively manage multilingual classrooms and ensuring that educational policies accommodate diverse linguistic needs. The study contributes to existing scholarship by highlighting the complex dynamics of multilingual education in accounting classrooms. These findings can inform future educational policies and teaching practices aimed at creating more inclusive and effective learning environments that leverage linguistic diversity as a resource rather than a hindrance. [ABSTRACT FROM AUTHOR]

The topic of multilingual education is frequently discussed in today's world, especially in countries like Kazakhstan, located in the central part of Eurasia. This issue has gained popularity in the field of multimedia education due to the importance of communicative competence in contemporary society. Proficiency in multiple languages has become an essential aspect of professional activities in higher education, where trilingualism is a significant criterion for developing communication skills, mutual understanding, and broadening areas of knowledge. This article aims to examine the multimedia educational landscape of trilingual education, evaluating the benefits and drawbacks of this system for communicative competencies in both society and higher education. A vital aspect of this study involves developing educational, methodological, and methodical support for creating a trilingual environment, which requires training new personnel and retraining existing professionals in all scientific disciplines. Effective scientific research in the field of trilingual education is also necessary. The article outlines the primary steps involved in implementing a trilingual system in education, identifies challenges that teachers in Kazakhstan's higher educational institutions face, and provides solutions to these issues. Finally, the article presents the outcomes of a complete transition to trilingualism in the education field. [ABSTRACT FROM AUTHOR]

The article "The Power of Child-Created Texts and Puppetry: Nurturing Preschoolers' Social and Emotional Development" by Kiyomi Umezawa and Emiko Kurosawa Arakaki explores how puppetry and storytelling can support social and emotional learning in preschoolers. The authors, educators in Hawai'i, share their experiences working with multilingual preschool children through a strengths-based approach. By incorporating puppetry and child-created storytelling, they were able to foster positive social interactions and emotional growth in the children. The article highlights the importance of teacher research and the impact of using creative methods to support children's development in diverse cultural settings. [Extracted from the article]

This paper explores the dynamic process of English language acquisition as a third language (E3L) in Tibetan classrooms within mainland China, employing Social Network Analysis (SNA) to map the intricate social and cultural networks influencing this phenomenon. Our study delves into the unique trilingual landscape where Tibetan, Mandarin, and English coalesce, underscoring the intricate balance between preserving cultural heritage and adapting to global linguistic trends. Emphasizing the role of English in facilitating cross-cultural communication and economic opportunities, we investigate the pedagogical and societal implications of this trilingual model. The research focuses on the evolving educational policies in Tibet, noting the increased incorporation of English into the curriculum and the resultant impact on students' linguistic and cultural identities. Utilizing advanced network analysis, we dissect the complex social dynamics, analyzing how Tibetan and Mandarin language proficiencies intertwine with English learning. We probe into the under-researched areas of E3L acquisition in rural and urban Tibetan classrooms, identifying unique challenges and opportunities. Our findings reveal how social networks within these educational settings play a pivotal role in shaping students' language acquisition journeys. By understanding these networks, we propose tailored educational strategies that cater to the diverse needs of E3L learners. The study contributes to linguistic diversity, educational policy, and the knowledge economy, offering insights into how multilingualism can be effectively nurtured in culturally rich and diverse educational environments. [ABSTRACT FROM AUTHOR]

This study examines the language-related challenges facing ethnolinguistic communities in Nepal, focusing on mother tongue-based educational programs. The United Nations has emphasized these initiatives as critical tools for sociocultural development. The paper's primary goal is to discuss the importance of mother tongue use in fostering socio-economic transformations in multilingual societies and promoting sustainable development and identity. The study also explores the debate about choosing mother tongues or second languages for education. In today's globalized world, this dilemma continues to persist. The paper argues for a multilingual strategy to navigate Nepal's linguistic diversity. Employing a cross-sectional, exploratory, and causal-comparative design, the study assesses knowledge and attitudes toward existing mother-tongue-based initiatives. Quantitative and qualitative methodologies are used, focusing on its cross-sectional aspect. The research identifies the importance of mother-tongue-based education in empowering ethnolinguistic communities, facilitating sociocultural change, and promoting identity. The study suggests that such language-focused interventions can contribute to achieving sustainable development goals like poverty reduction, gender equality, and quality education. The paper concludes by advocating for the enhancement of mother-tongue-based programs to empower ethnolinguistic communities and achieve sustainable development. [ABSTRACT FROM AUTHOR]

In the United States, many actors are pushing for the use of grade point average (GPA) as the main placement tool for gatekeeper math and English courses for community college students (Quarles, 2022; Scott‐Clayton, 2018; Turk, 2017). One community college system (pseudonymously, SXCC) in a New England state has begun placing students in initial math and English classes based on self‐reported GPA. There have been studies on the effects of placement changes of this type (Belfield & Crosta, 2012; Hodara & Cox, 2016; Ngo & Kwon, 2014; Scott‐Clayton, 2012). However, studies have not included the effects of these changes on multilingual learners (MLLs).Using a census of every MLL placed in SXCC in the summer and fall of 2020 and the spring of 2021 (N = 12,603), a MANOVA found that MLL students in the SXCC system who were placed using previous placement methods had a higher overall GPA than students placed using self‐reported GPA (M = 3.32, SD = 0.740; M = 2.01, SD = 1.27, respectively) and had higher satisfactory academic progress (SAP) (M = 102.98, SD = 51.52; M = 57.66, SD = 55.53, respectively), and took longer to enroll in English 101 (M = 5.11, SD = 3.55; M = 2.36, SD = 1.76, respectively). [ABSTRACT FROM AUTHOR]

Advocacy is widely expected of teachers working with multilingual learners (MLs) and is included in TESOL standards and teacher education scholarship. Recent research on language teacher advocacy demonstrates the importance and necessity of advocacy for MLs and their families. However, few studies document how teachers collaboratively advocate for their MLs and how they develop collaborative alliances to implement their advocacy. This article contributes to the growing conversation of how teachers advocate collaboratively for MLs by examining a cohort of teachers from their English as a second language (ESL) certification courses into their teaching practice. Dialogic discourse analyses of 3 years of discussions show how teachers develop their community advocacy plans and stances collaboratively. The authors conclude with implications for preparing teachers to advocate collaboratively for MLs and their families. [ABSTRACT FROM AUTHOR]