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Today, the power of discourse is incontestable. Within the field of language policy and planning (LPP), language policy (LP) has been conceptualized in various ways. One paradigmshifting conceptualization is viewing LP as "discourse." The discursive power of language policies is quite real as it can be contested in official state discourses about language and language-related issues. This paper employs corpus-assisted critical discourse analysis to examine the macrodiscourses of crisis, quality, equity, equality, and change in Morocco's language policy. The study scrutinizes these discourses and explores their "manipulative" use in official policy texts. It contends that these macro-discourses are strategically used to rationalize the spread and strengthening of foreign languages to the detriment of national ones. Specifically, the analysis shows that crisis discourse serves as a powerful strategy to legitimize change and create a sense of urgency that often sidelines crucial questions about the nature and beneficiaries of the proposed changes. Furthermore, the discourse of quality ties educational "quality" to the mastery of foreign languages. Likewise, renovation and modernization discourses are found to align systematically with the promotion of these languages. Also, the rhetoric of equity in language-in-education policy appears to justify biased decisions that favour foreign language instruction, risking the perpetuation and exacerbation of existing educational inequities. Consequently, this study implies that more attention should be paid to the intricate dynamics of language policy, especially its discursive power, which could potentially amplify disparities in education systems instead of eliminating them.

This mixed methods study compares L2 learning motivation of Burundi simultaneous learners of French, English and Kiswahili, mainly focusing on L2 Motivational Self System (L2MSS). A total of 348 junior high school students participated in a 60-item questionnaire survey, and 12 of those learners participated in a follow-up semi-structured interview. The quantitative data were analysed using structural equation modelling (SEM) while the interview data were analysed employing a thematic analysis method. The results support the validity of the L2MSS in comparing and explaining Burundi simultaneous multiple language learners' motivation. For all the three target languages, L2 Learning Experience appeared as the strongest predictor of the learners' intended learning effort, followed by the Ideal L2 Self only in relation to English and French learning. The role of the variable of International Posture on the three components of the L2MSS, which was assumed to be influenced by the Burundi socio-educational context, was also observed in the SEM analysis. The analysis indicated that the impact of International Posture on Ideal L2 Self was only significant in the models of both English and Kiswahili while its impact on L2 Learning Experience was only significant in the model of Kiswahili. The interview data also provided further insight into the quantitative findings. Pedagogical implications are provided based on these key findings.

This study explores primary teachers´ initial training programs, focusing on Foreign Language Teaching (FLT) and its integration with technology. The research is grounded in two dimensions of contemporary society: plurilingual competence and digital literacy. The study employs the conceptual framework of "Technological Pedagogical Content Knowledge" (TPACK) (Mishra & Kohler, 2006) and applies content analysis methodology. The scientific interest lies in the scarcity of studies examining this specific area within the Spanish context, because research on TPACK in FLT has primarily focused on Asia and the Middle East. To address this void, a comprehensive national study encompassing 39 public universities was conducted. This study involved an in-depth analysis of 496 course guides within the field of FLT in primary education teacher training programs. The research findings indicate that less than half of the subjects incorporate technology, and when they do, two prominent trends emerge: the integration of TPACK and the presentation of technology as a broad competency, not specifically tailored to FLT. The primary conclusion drawn from this study is that the incorporation of TPACK in this context is moderate, emphasizing the need for a more comprehensive integration of technology within FLT teacher training programs.

There is a critical issue of special education teacher shortages in the United States. Student populations, many of whom are multilingual and have disabilities, continue to grow while there is a decrease in the teaching workforce. One policy initiative developed to combat the teacher shortage is the Assistant to Teacher Program. The Assistant to Teacher Program is a school district policy that aims to fill high-need teacher vacancies by supporting paraprofessionals to become certified teachers in a career advancement cohort. This qualitative study examines the working experiences of multilingual paraprofessionals in special education and their perceptions of the Assistant to Teacher program within their school district. A thematic analysis reveals the bureaucratic and financial obstacles that multilingual paraprofessionals encounter in their career advancement, and their working conditions specific to special education as linguistic liaisons. Findings from the study are then linked to recommended policy actions intended to mitigate special education workforce disparities.

This study investigates the relationship between acculturation and language attitudes among Turkish immigrant parents and their children's heritage language proficiency, using Vygotsky's sociocultural theory (Vygotsky, 1978) and Berry's acculturation theory (Berry, 1997). Fifty-two Turkish parents (M age = 38.15, SD age = 4.84) completed questionnaires on acculturation and language attitudes, while their children (M age = 8.23, SD age = 2.18) completed vocabulary tests. Results reveal a positive correlation between parents' separation attitudes and supportive language practices, emphasizing Turkish use at home. Younger children showed higher heritage language proficiency, highlighting the importance of early language acquisition. Active Turkish usage among siblings also positively impacted proficiency, while passive exposure through media did not. These findings suggest that immigrant parents' cultural integration attitudes shape their language management strategies, influencing their children's heritage language retention. The study advocates for modifying immigrant parents' acculturation attitudes to enhance heritage language maintenance, proposing targeted bilingual interventions to promote effective language management in immigrant families (Halsted, 2015), with implications for improving bilingual education strategies for immigrant students.

This collaboratively authored piece highlights Poetry Inside Out, a poetry translation program that creates new pathways for culturally and linguistically sustaining literacy education. In Poetry Inside Out, students collaborate to translate world-class poems from their original language (e.g., Spanish, Chinese) into English. Informing PIO's design is the view of translation as an interpretive and creative act and a form of close reading. Drawing on their own and each other's linguistic and cultural repertoires and using a carefully scaffolded translation tool, students come to a deeper understanding of how languages and literacies work, paying keen attention to vocabulary, poetic form, syntax, grammar, rhythm, sound, and other nuances of the source and target language. Highlighted are two 5th-grade teachers', Erica Darken and Lisa Yuk Kuen Yau, and their multilingual students' engagement with Poetry Inside Out. Also highlighted are the teacher's use of allied practices such as Accordion Books and dialogic talk.

Background: Language discussions have historically focused on the power dynamics between dominant and indigenous languages. This has generated discontent and contention on which language should rule the educational sector. The national language policy of South Africa mandates the use of all languages in the educational system. Even though there are 12 recognised languages, English is preferred in education circles. This ignores the research that demonstrates the advantages of speaking one's native language, especially in the early years of schooling. Aim: This study was conducted to determine how preschool practitioners assist the language development of learners in multilingual classrooms. Setting: Six early childhood education (ECE) practitioners from three preschools in Mamelodi township, South Africa were selected, based on choosing English as the language of communication, in multilingual classrooms in peri-urban areas. Methods: A qualitative approach and a case study research design were employed. It focused on purposive sampling of practitioners from three preschools in Mamelodi where the medium of communication was English. Interviews, observations, casual conversations and document and visual data analysis were data collection tools. A questionnaire was used to gather the geographical information of the participants. A fusion of the Bakhtinian philosophy of dialogism and social justice theory underpinned the study. Results: The results showed that despite English in their schools as a medium of instruction, practitioners used predominating home languages to assure understanding. This translanguaging approach was commonly used in every school. Learning in a single language was challenging because of diverse languages, hence the use of English First Additional Language. Conclusion: To promote language acquisition in multilingual preschools, translanguaging ought to be promoted. Contribution: This study proposes that early childhood teacher preparation programs ought to promote multilingualism by employing translanguaging strategies as a study unit.

The narrative permeating higher education institutions globally is the intention to advance the quality of preservice mathematics teachers to gain better performance than mathematics school learners. In this article we report on a qualitative case study which explored the pedagogical content knowledge (PCK) of preservice teachers (PST) (n = 20) at a South African university of technology. These preservice teachers were provided with activity sheets with past examination questions in analytical geometry. Their written responses were analysed, and verification interviews were conducted. This was followed by an analysis of the preservice teachers' lesson plans for teaching the topic to Grade 11 learners. The domains and subdomains of the Shulman's PCK derived Mathematics Teacher's Specialised Knowledge (MTSK) model were used as the theoretical framework. The study established that the PSTs had limited content knowledge, and knowledge for teaching analytical geometry at Grade 11 as their responses to the activities confirmed that they mostly had procedural understanding. The study was conducted in a context with multilingual PSTs who are training in multilingual classrooms.

Communities that can speak more than one language as a daily habit are not only happening in the present era but have long existed in the "pesantren" environment. However, multilingualism in "pesantren" is often only seen as a capacity enhancement of the "santri's" knowledge. On the other hand, the multilingual ability of the "Santri" is an asset in forming an attitude of religious moderation. This article then presents the results of qualitative research using the concept of additive multilingualism which focuses on "pesantren" students in Indonesia. Through observations, interviews, and literature review, this research can describe the reality of multilingualism in "pesantren" and its impact on the religious attitudes of its "santri." It turns out that the religious moderation attitude of the students is closely related to the multilingual learning process in "pesantren" that takes place with technological restrictions. The application of additive multilingualism is aligned with the pillars of religious moderation in four ways. First, respect for locality is reflected in the "Santri's" habit of using local languages. Second, multilingualism is an expression of anti-violence, this is reflected in "Santri's" acceptance of linguistic and ethnic diversity as a brotherhood base. This is what manifests in the Third pillar by making "santri" a tolerant community as a result of learning from the reality of ethnic and linguistic diversity in their environment. Fourth, the introduction of "santri" to foreign languages is directed to reaffirm their national commitment through the use of foreign languages in flag ceremonies. The limitation of technology in multilingual learning is also intended to keep students from the bad influence of technology and to maintain the discipline of students in maintaining a "pesantren" culture that is friendly to locality and sensitive to the times.

Balancing teaching national, regional, and foreign languages presents a challenge for higher education, illustrated by the use of hypertext for multilingual communication. This study investigates the correlation between proficiency in multilingualism and cultural awareness among higher education students. Embedded mixed methods design explores the relationship between multilingualism and cultural awareness quantitatively and qualitatively in higher education in Indonesia. Participants are from various universities in Indonesia, including the State University of Makassar, the State University of Jakarta, the State University of Surabaya, Palangka Raya State Islamic Institute, Timor University, and the University of Northern Sumatra, and they have diverse ethnic and linguistic backgrounds. The questionnaire distributed via Google Form passed validity and reliability tests. The quantitative research used Pearson's r analysis of the relationship between multilingualism learning and cultural awareness. In the qualitative strand, thematic analysis investigates cultural awareness-based multilingualism learning strategies. The research findings reinforce the positive and significant relationship between multilingual learning and cultural awareness, suggesting multilingual competence not only enhances cultural knowledge and participation in cultural practices but deepens understanding of the socio-cultural context and strengthens capacity and positive attitudes towards cultural learning. The study aids practitioners in developing inclusive learning strategies and provides policymakers with empirical evidence for crafting policies to empower multicultural communities.

Amid the abundance of studies on translation errors in Thailand, a scarcity remains especially within the multi-linguacultural context of Thailand's Deep South. To address this gap, this study aims to examine Thai-English and English-Thai translation errors encountered by 232 Thai EFL university students studying English in three universities located in Pattani, Yala, and Narathiwat, primarily Pattani-Malay speakers with Thai and English as second and third languages, and some proficient in Arabic. The study employed two sets of 20-sentence translation tests and analyzed via qualitative content analysis. The findings reveal that semantic errors (65.02%), miscellaneous errors (20.73%), and syntactic errors (14.25%) were found in English-Thai translations, whereas syntactic errors (46.88%), semantic errors (40.76%), and miscellaneous errors (12.36%) were found in Thai-English translations respectively. The results suggest that linguistic proficiency, cultural familiarity in both the source and target languages and cultures, and L1 interference were considered as possible core factors influencing students' translation abilities. The study suggests integrating cultural experiences into translation teaching to better prepare learners for real-world challenges in multilingual educational settings.

This reflective article examines the emerging tendencies in critical perspectives within English Language Teaching (ELT). The article begins by providing a brief historical overview of ELT's critical pedagogies and discussing its perspectives in the post-pandemic era. It highlights the need for critical approaches that address power dynamics, social inequalities, and ideological influences. In addition, new trends imply integrating cultural aspects that favor students' identity and culture, and more dynamic bilingual practices to promote inclusive, socially just, multilingual, and transformative language learning environments. The article concludes by emphasizing the importance of ongoing reflection, professional development, and collaboration among ELT practitioners to incorporate critical perspectives effectively in the classroom.

Purpose: This article examines the use of English medium instruction (EMI) for teaching Japanese as a foreign language (JFL) by non-native speakers with a focus on multilingual classrooms. It also explores teachers' positive and negative beliefs about using EMI in classroom settings for JFL instruction. Methods and procedure: 274 non-native Japanese language teachers from around the world (57 countries) voluntarily participated in a survey, answering a questionnaire on Google Forms and Jotform. Both qualitative and quantitative methods were employed. The research instrument was piloted before the main study and was found to be effective and adequate to elicit the desired data. The research questions aimed to identify whether there were any relationships between the use of EMI and the multilingual classroom. Findings: The results showed a clear correlation between the extensive use of EMI and the multilingual character of JFL classrooms. Translanguaging turned out to be a common practice adopted by non-native Japanese teachers regardless of the primary language of instruction. The article concludes that EMI can be a valuable tool for JFL instruction in multilingual classrooms. Based on the investigation of the teachers' beliefs, the results showed a changing positive attitude towards English employed in JFL classrooms. Implications for research and practice: The findings can be used to further investigate EMI in JFL instructional practices in multilingual classrooms, improve the quality of JFL instruction and facilitate the integration of multilingual education into foreign language teaching. Future research can explore the effectiveness of EMI in different JFL contexts and investigate the impact of EMI on students' language learning outcomes.

The CEFR and the Companion Volume to the CEFR (Council of Europe, 2001, 2020), as the main language policy documents in Europe, intend to improve the standard of language teaching, learning and assessment. These documents among other things proclaim students' diverse linguistic repertoire as an asset in the language classroom. In this light, the promotion of multilingual education initiatives and enhancing students' plurilingualism is an educational requirement. Teachers, language teachers included, are seen as agents of change who can foster multilingual approaches in their language classrooms (Krulatz et al., 2022). Although previous studies have found that many language teachers hold favourable views on multilingualism, they face challenges when implementing multilingual approaches in the (foreign) language classroom. Teachers' beliefs on multilingualism in (foreign) language teaching and learning and how these impact their teaching practices have not been investigated in the Ukrainian education context, which has always been multilingual. The purpose of the article is to share and discuss the results of a quantitative study designed to investigate Ukrainian teacher beliefs in learning English and whether these beliefs are reflected in teaching practices. Data were collected using an online questionnaire administered to 73 English as a foreign language (EFL) teachers from 12 Ukrainian universities. The research questions were ascertained using descriptive statistics and Pearson correlation analysis. The collected insights helped to identify areas that require a more careful consideration in the multilingual education in Ukraine. The outcomes reveal complex and uneven relationships between teacher multilingual beliefs and the implementation of multilingual practices in EFL classrooms in Ukraine, with discrepancies in their perceptions and practices. The main finding suggests that the majority of Ukrainian language teachers have a favorable perception of multilingualism, yet they lack the required expertise and confidence to effectively build on their students' linguistic resources in teaching English. In addition, there are some critical gaps in teacher understanding of fundamental concerns about multilingualism. Suggestions will be made for a scenario-based approach to a teacher professional development course.

Previous research has shown that L1-L2 congruency is a facilitative factor in collocation processing. The present study explores the congruency effect between learners' L2 and L3. Thirty-three proficient Norwegian learners with Lithuanian as their L1 and English as their L2 completed a phase acceptability task consisting of three groups of Norwegian collocations: congruent with L2, congruent with both L1 and L2, and incongruent with both. The results revealed that collocation L2-L3 congruency facilitates collocation processing.

French immersion (FI) programs are becoming increasingly culturally and linguistically diverse as a result of growing migration to Canada. In the present mixed-methods study, I explore the perspectives and ideologies of teachers, principals, and central office staff in eight school divisions in Saskatchewan, Manitoba, and Alberta with respect to refugee-background students in FI programs. Through the triangulation of survey responses (N=126) and interviews (N=40), I examine perspectives pertaining to four themes: 1) suitability of FI for refugee-background students; 2) language learning; 3) challenges facing refugee-background students; and 4) supports and resources in FI programs. Adopting the theoretical perspective of sociolinguistics for change, I discuss three underlying ideologies shaping the perspectives of FI educators across the Canadian Prairies: 1) English-first ideologies; 2) deficit ideologies; and 3) ideological tensions between inclusion and support.

The evolving linguistic landscape in 21st century classrooms necessitates a re-evaluation of pedagogical approaches, exploring the potential of multilingual writing techniques within TESOL settings. This article draws on my self-study as a TESOL educator navigating contexts and shifting from an English-only approach in the classroom to an openness of language(s) approach (Ortega, 2019). Following Hamilton's (2018) case study approach, I investigate the feasibility of implementing a multilingual pedagogy in an international school in Toronto and explore its influence on students, teachers, and the learning process across the domains of (CMLA) (Prasad & Lory, 2020). For this paper, I focus on data that highlight and reflect the impact of multilingual pedagogy on students, teachers, and the teaching/learning process. I performed a qualitative thematic analysis and found that multilingual pedagogies benefited students on many levels. I conclude with a personal reflection on both the affordances and challenges of implementing multilingual pedagogies.

This paper presents insights from two interview studies with the aim of shedding light on the learning potential of studying abroad in an area where English is used as a lingua franca. The majority of previous research on study abroad focuses on students' experiences of studying abroad in target-language regions, for example learners of English studying abroad in English-speaking countries. To date, the learning potential of spending time in English as a lingua franca (ELF) contexts remains an under-researched area. The present paper draws on two separate interview studies that have been conducted with five Turkish and five Swiss study abroad students that stayed in different European ELF contexts as part of their studies at higher education institutions. The data suggests that even though the participants still partially adhere to native speaker norms, they also discuss a number of characteristics of English as a lingua franca study abroad (ELFSA) contexts that they deem conducive to learning English and enhancing their plurilingual competences.

This paper presents a comprehensive analysis of the evolution of language policy in the Philippines, with a particular emphasis on the status, challenges, and future prospects of Chinese language education within the national framework. The study is structured into five distinct sections. Firstly, the historical development of language policies in the Philippines is explored, tracing the transitions from colonial to contemporary eras and assessing their implications for language education. Secondly, an in-depth exploration of the present landscape of Chinese language education is provided, evaluating its integration into the Philippine education system and the effectiveness of existing programs. Thirdly, a critical examination of the current state of local Chinese language teacher training is conducted, analyzing the approaches used to foster a sustainable local teaching workforce. Fourthly, strategic pathways for the next decade are outlined, focusing on the localization of Chinese language education in alignment with the plans of the Philippine Department of Education and broader educational objectives. Finally, the concluding section synthesizes insights garnered from the preceding sections, reflecting on the significance of these developments for the future of Chinese language education in the Philippines. It underscores the pivotal role of Chinese language education in promoting cultural and educational exchanges and facilitating the modernization processes in both China and the Philippines. By addressing these dimensions, the paper offers a comprehensive overview of the intersection between language policy and Chinese language education in the Philippines, providing valuable insights for policymakers, educators, and researchers engaged in language education and policy planning in multilingual and multicultural contexts.

Background: South African literacy-as-social-practice theoreticians, language-in-education experts, educational linguists, and language policies advocate multilingual pedagogies to acknowledge and cater to diverse multilingual learners' literacy development. Universities purport multilingualism to provide for the multilingual norm, students' literacy, and educational development, as scholarship shows that multilingualism benefits academia and literacy education. Yet, these universities remain locations for monolingual and epistemological biases. Concerns about such praxis pretensions in pluralistic literacy education and the failures in literacy-as-social-practice strategies have been raised. However, the perceptions of lecturers and students on their role in implementing desirable praxis in multilingual literacy education are under-researched. Objectives: This qualitative study explores lecturers' and students' perceptions and their impact on practising linguistic plurality in literacy for educational development schemes. Method: The research uses in-depth individual and focus-group interviews with four lecturers and four first-year undergraduate students at a selected linguistically diverse university. An interpretivist paradigm was applied consisting of participants' subjective experiences as members of a higher education institution (HEI). Results: Findings reveal that lecturers have difficulty coping with multiple languages due to inadequate training and misconceptions about multilingualism, and monolingual pedagogy perceptions carried over from their institutions whose culture denies students' linguistic plurality. Conclusion: The study demonstrates the importance of shifts in epistemological orientation and adequate training, focused on multilingualism, to develop versatile and agile lecturers equipped for multilingual universities. Contribution: This research contributes to understanding the complex implementation problems regarding multilingual literacy education and possible solutions. It postulates new ways of forging multilingual literacy practices to erase praxis morbidity.

This integrative research review explores in what ways multimodal writing, a newer writing approach, can promote multilingual adolescents' writing growth. This research review finds that multimodal writing benefit multilingual learners in providing flexibility in meaning making process, expanding and deepening learners' understanding of writing in contemporary technology and multimodality rich society, supporting learners to establish their positive writers' identities, as well as helping teachers easily identify learner's needs and facilitate the process of scaffolding writing. Therefore, writing growth is multidimensional and iterative. The current review further discusses how prior researchers understand and interpret writing growth in the context of integrating multiliteracies and multimodalities in writing education, which challenges the narrow definition of writing as mainly grammar and vocabulary skills. By examining the potential of multimodal writing, the research review questions the monolingual and monomodal approach to writing instruction, and highlights a possible way to help multilingual learners who are often silenced in writing classrooms to gain agency, reclaim voices, and draw upon their rich semiotic resources for expression. This review ends with some future research directions, pointing out the necessity of building up teachers' knowledge and skills in implementing this type of writing activity to prepare learners in response to expanding territories of literacy and skills needed for success in the future.

Purpose: This study aimed to explore how educational technology influenced a preparatory teacher education program using heteroglossic and global approaches. Design/Approach/Methods: The researchers drew upon the theoretical framework of multilingual digital storytelling (MDST), which emphasizes the intercultural awareness attributes of multilingual learners (MLs) and takes a heteroglossic perspective in linguistic pedagogy. This qualitative case study examined the experiences of 11 U.S.-based preservice teachers (PSTs) and 12 MLs elementary students in Korea in the MDST project of a TESOL methods course. Findings: The findings showed that PSTs and MLs enhanced their appreciation for educational technology, multilingualism, and intercultural awareness. Although the project aimed to decenter English as a hegemonic language, both PSTs and MLs maintained traditional discourses that privileged English over MLs' home language and targeted literacy correctness in written English only, moving away from the heterogeneous goals of the course project. PSTs and MLs also faced challenges in navigating technological tools, which negatively affected their perception of the project. Originality/Value: This study contributes to heteroglossic approaches in preparatory TESOL teacher education programs and improves the understanding of challenges in educational technology use for global multilingual exchanges to promote global citizenship.

The core objective of this article is to evaluate the progress made in linguistic development over the past three decades, with a specific focus on the role of language and its philosophical underpinnings in reshaping and decolonising South African higher education landscape. Linguistic imperialism as a conceptual framework alongside the Framework for Policy Analysis were employed to inform, guide and support the author's contention that linguistic hegemony is still dominating the discourse within the higher education sector. The research adopts a qualitative approach, utilising content analysis for data analysis purposes. The findings of the article reveal that despite 30 years of democracy, the influence of colonial-era language philosophy and western epistemologies persists. It is suggested that comprehensive implementation of language policies could effectively address the transformation and decolonisation agenda. It further advocates for alignment between policy and practice through pragmatic, intentional and transformative initiatives aimed at identifying, interrogating and disrupting the coloniality of power and its western epistemologies, as far as language policy and practice are concerned. In conclusion, the article emphasises the urgent need to counteract existing linguistic imperialism and hegemony embedded within colonial knowledge systems by enacting transformative policies that will prioritise student access, success, linguistic diversity, linguistic justice, epistemic justice and social cohesion within the framework of higher education. Contribution: The aim is to provide guidance to language policy implementers in South African universities by offering an overview of the linguistic advancements achieved between 1994 to 2024.

The rising population of Latina/o students in U.S. schools warrants a deeper understanding of recent immigrant families, particularly families' engagement in their children's education. Our study highlights the importance of unveiling the community cultural wealth of Latina/o immigrant families to deepen and enrich family-school connections. Our findings describe the many strengths immigrant families possess, including their ability to maneuver social institutions, engage in various social networks, and maintain hopes for the future. Families also presented with strengths acquired through multilingual experiences and confrontations with inequality. By acknowledging these innate strengths, schools are better equipped to cultivate strong family-school partnerships and student success.

In this position paper we present research and data demonstrating how pedagogical frameworks traditionally used in TESOL contexts can be harnessed by world language (WL) educators to scaffold language learning and advocate for emergent multilingual language learners (EMLLs). Focusing on three pedagogical frameworks--Sheltered Instruction Observation Protocol (SIOP), translanguaging, and multilingual ecology--we discuss how we have utilized these frameworks with WL teachers and teacher candidates and offer suggestions for how they might be used effectively in WL classrooms to both scaffold language acquisition and foster a greater appreciation for and pride in multilingualism.

This paper provides evidence gathered from two suites of non-formal science activities that were intended to increase engagement in science by culturally diverse groups. Both studies involved the delivery of science activities that were designed, implemented and evaluated to show culturally contextualised science. The activities were run in two very different contexts (urban and very rural areas) and were designed to be of relevance to two distinctive cultural groups (those with links to South Asia, and those being educated through the medium of Gaelic, an indigenous minority language in Scotland), while also actively engaging with those beyond the target group. The link between language identity and culture was incorporated into the design of both sets of activities as well as the qualitative evaluation. The latter considers how the participants' assessment of the interventions, implemented by writing or drawing on a blank postcard, was designed to provide unstructured responses and explores what the resulting data revealed about the impact of the interventions. The findings suggest that the set of activities that most strongly engaged participants on the value of diversity in the creation of scientific knowledge, as well as increasing their focus on the consequences of scientific activity, were those that facilitated a more exploratory approach to the subject matter. By contrast, activities that had to be done according to a standard scientific protocol produced growth in subject-specific knowledge. The present paper explores the principles of the inclusive pedagogies that informed the design of the activities and discusses how these were operationalised in two very contrasting cultural contexts. The key finding was that presenting science as social practice, rather than as being socially neutral, is key to promoting engagement, along with the benefits of explicitly demonstrating the relevance of science to participants' daily lives.

This cross-border narrative analyzes the intercultural perspectives of two doctoral students, one Chinese and the other Italian, who are international doctoral students conducting research in the United States. The first author is doing a doctorate in education in international adult and higher education, while the second author is undertaking a doctorate in adult and community education. Utilizing reflection rooted in Kolb's (1984) model of experiential learning and adopting a collaborative autoethnography framework, the cross-border narrative seeks to draw comparisons between their respective intercultural learning and living experiences. It underscores the interconnectedness of these experiences despite their diverse cultural backgrounds. The reflection contributes to a better understanding of their varied intercultural experiences, leading to the conclusion that self-awareness is the initial step toward improving intercultural competence.

When multilingual students face the challenge of writing a doctoral capstone or dissertation, delays in academic progress may occur. The aim of this study was to identify writing challenges multilingual doctoral students face and provide recommendations regarding learner-centered resources to support timely academic success, as literature regarding multilingual students and language diversity in the doctoral environment is limited. A qualitative descriptive design was used for this study, and six multilingual DNP and PhD alumni participated. Data were collected using semi-structured audio interviews and analyzed using iterative content analysis. The findings support the need for community and culture to support language identity and doctoral writing development. Findings also support that early diagnostics of writing issues and opportunities for editorial feedback help support multilingual doctoral students. Findings also suggest a need for faculty and academic team development regarding the impacts of language diversity and culture on academic writing. Ultimately the goal is to help all graduate students preserve and share their identity in their writing.

The study aims to investigate the impact of implementing the Numbered Heads Strategy on developing oral expression skills among Arabic learners who speak languages, as well as their attitudes towards this teaching method. The research involved 50 participants, both male and female, at the fourth level of a language center within Al al-Bayt University. These participants were divided into two groups: a control group, which received traditional instruction, and an experimental group, which was taught using the Numbered Heads Strategy. The study designed an achievement test and an attitudinal scale to assess the participants. The results revealed a statistically significant difference in favor of the experimental group, with higher mean scores in both the oral expression skills test and the post-attitude scale. However, no significant differences were found between the mean scores of the experimental and control groups in the oral expression test and attitude scale when considering the interaction between teaching strategy and gender. Based on these results, the study recommends the utilization of the Numbered Heads Strategy in teaching oral expression skills to Arabic learners who speak languages other than Arabic.

Many kindergarten educators grapple with how best to teach reading in play-based kindergarten classrooms. The purpose of this mixed-methods study was to ascertain the instructional strengths and needs of kindergarten educators as they teach reading in play-based programs. Fifteen kindergarten teachers participated in an online questionnaire and focus group conversations that explored their concepts of self-efficacy and professional content knowledge to gain an understanding of the tensions these educators expressed, and to compare and confirm these with existing literature. Educators felt quite confident that they were effectively weaving foundational reading skills with learning opportunities into authentic experiences throughout the day. They indicated that balancing competing priorities within their programs was a challenge, and that supporting multilinguals and deepening their understanding of how to effectively build oral language and phonological awareness in their students were areas where they wanted to build their professional content knowledge.

Neuro-Linguistic Programming (NLP) has the potential to help language learners; however, it has received scant attention. Collingwood (2001), NLP is a technique to investigate the relationship between how our mind works (Neuro), how we communicant verbally and nonverbally (linguistic), and our patterns of behavior and feeling(program). The present study was an attempt to investigate the effect of NLP techniques on the writing ability of English as a Foreign Language. To achieve this goal, two intact classes of students were selected to form an experimental group (n=15) and a control group (n=15). A writing ability pre-test (based on the course content) was given to all participants. The participants in the experimental group were familiarized with NLP techniques to be able to implement these techniques in their writing. In the control group, the conventional approach to teaching was used. Comparing the results of the post-test results through ANCOVA, it was found that implementation of NLP techniques can significantly affect EFL learners' writing ability. Therefore, NLP can improve writing ability by improving various processes such as communication and information processing. Teachers, trainers and syllabus design can use it.

This paper aims to reflect the ideas of learners of English at higher education level in a multicultural non-native context. The participants were six learners of English (N=6) from six different countries and they were in the preparatory English class to major in the Department of International Affairs at a state university in Turkiye. The design of the study was maintained through in-depth interviews with the participants selected through a convenient snowball sampling. The data was documented for narrative analysis. The main findings elicited that although it would be better and more effective if they learned English in a native context, participants were all satisfied to learn English in a multicultural classroom which may provide some advantages in terms of learning different things and thinking in a multicultural environment. The motivation that drove them to learn English in a non-native environment was commonly related to educational reasons, yet they also indicated that they enjoyed learning foreign languages. In addition, the study submits that although it may sound favourable to learn English in its native context by native speaker language teachers, placing greater emphasis on hard work and effort, it is also attainable to learn English in a non-native context by non-native English teachers.

In the geographies where various languages are spoken, individuals may have to experience learning one or more languages to fulfil their needs. When societies who live together and use various language groups make contact with people who use other language groups and cultures, they have to interact with each other. This mutual effect is then reflected on the languages and brings the term of bilingualism or multilingualism into the agenda. Multilingualism is regarded as the simple form of bilingualism. The acquisition of a second language indicates the ability to use another language. The process of dual-language/bilingualism emerges in cases where people learn/acquire another language in addition to his/her mother language. Dual language or bilingualism can be stated as an individual expressing themselves in two or more languages as effectively as in the mother tongue. The reason for choosing this topic is the increasing popularity of it; because human beings who use various languages all over the world have had to live together for numerous reasons such as wars, migrations, education, trade and etc. In 2022-2023 AY, in order to understand and shed light on students' ideas towards bilingualism, a survey was carried out at a state university in England. We would like to state that the findings obtained from evaluating the attitudes of the bilingual students related to the acquisition of English will contribute to the literature and provide a different perspective in this research.

This research study provided a basic understanding of pedagogical translanguaging and its importance in a multilingual classroom environment from the perspective of foreign language class students. The qualitative study, employing interpretive phenomenological analysis, investigated students' viewpoints on pedagogical translanguaging in a multilingual classroom setting, specifically within Pondicherry Central University's French certificate program in India. Through semi-structured interviews, 8 main themes and 35 subthemes were identified. Comparing these findings with the functions of translanguaging, similarities and differences in translanguaging application in language learning contexts emerged. Additionally, the study aimed to enhance instructional strategies tailored to meet the linguistic needs of diverse learners in multilingual classrooms.

Playmobil pro is an innovative modelling kit for adults that encourages creative thinking in the university/workplace. International multilingual students often disclose that they have little opportunity to develop their intercultural awareness, and cross-cultural and multilingual communicative competencies while engaging in meaningful activities that foster sustainable content and language learning. In the present study, 35 students were involved in two Playmobil pro workshops. They worked individually to present themselves to their peers, referring to their cultural background. They then worked in groups to explore intercultural differences among people working for organizations operating in the UK and another country of their choice and offer recommendations to help organizations avoid cross-cultural conflicts. The aim was to actively engage students to work on their final assignment and develop their intercultural awareness and cross-cultural communicative skills. This case study used a qualitative design and explored students' attitudes by asking them to write a short anonymous report at the end of the implementation and provide anonymous feedback via Mentimeter after each workshop. The lecturer also kept notes in the form of a diary during this implementation. Thematic analysis was used to analyse the data which revealed that Playmobil pro facilitated intercultural communication in the post-COVID-19 era as students seemed to be unwilling to work with their peers in face-to-face classes, possibly suffering from trauma. However, learners confessed that they needed more time, support, and artefacts to fully present their ideas and thoughts. Recommendations for the effective implementation of Playmobil pro with multilingual students will be offered.

The growing number of multilingual classrooms led by monolingual teachers necessitates the use of research-informed strategies and methods. Translanguaging, the practice of encouraging students to use their full repertoire of languages to collaborate and respond, is gaining momentum in Emergent Multilingual pedagogy. The following dimensions of translanguaging are examined: its elements, practice, research, implementation, and impact. The research data are analyzed, revealing strengths, weaknesses, and potential. Unique challenges for the monolingual teacher are reviewed and three potential keys to translanguaging are detailed. Finally, future research opportunities concerning comparative data between monolingual and bilingual teachers are identified.

States and districts share an obligation to provide Multilingual Learners (MLLs) with access to high quality language programs that are proven to be effective in minimizing opportunity gaps between MLLs and non-MLLs. This article reviews how local education agencies (LEAs) allocated their state-issued funding to improve MLL language programs and increase student outcomes. Findings reveal that of the total state-issued MLL funding, LEAs used 88.7% on teacher salaries and benefits, 5.1% on teacher professional development, 4.9% on language program implementation, 0% on language program evaluation, and a small percentage of funding remained unspecified. Collectively, these findings indicate that LEAs did not adhere to the state's funding policies, nor did the state follow their own policies to regulate the LEAs' expenditures. We close with a discussion on how the state can improve their function as an organizational leader and serve as a model for other stakeholders in the shared obligation of the education of MLLs.

The article focuses the use and reflection of explanatory videos in pedagogical contexts from an interdisciplinary perspective and with regard to teacher reflection and production processes in a joint primary school pedagogical study (with a focus on mathematical learning processes) and Catholic religion education study (with a focus on secondary school teacher education). With an explorative research question and an interpretative qualitative research design, teachers' reflections of explanatory videos produced by learners as well as teachers are analyzed abductively to gain in-depth insights into potentials and obstacles of the usage of explanatory videos in the context of learning processes. In the primary school pedagogical study, students produce multilingual explanatory videos (n = 18) of the 'Auxiliary task', a mental calculation strategy, which the multilingual teachers reflect (n = 6), and in the Catholic religion education study, teachers produce explanatory videos for making 'encountering' processes possible (n = 17) and both studies are linked with a joint research question. The main insights into potentials and obstacles are that explanatory videos can be used didactically for a) identifying student's subject-and-language-related needs, b) 'decelerated' valuation processes and c) iterative revisions of non-viable video productions as well as biases and beliefs of teachers.

This study explores "non-native" English teacher identity development, and identity in practice in a multilingual international school in Thailand. Guided by the teacher's personal interpretative framework (Kelchtermans, 1993) and identity-in-practice theory (Varghese et al., 2005), the study employed a narrative inquiry design using life story interviews, classroom observations, and shadowing technique for the data collection. The three "non-native" English teacher participants were purposefully selected. The data were analyzed by using the inductive coding method (Saldaña, 2009), consisting of three analysis steps: open coding, axial coding, and selective coding. The data revealed that teacher identity development was characterized by solid confidence in their "non-native" status and their teaching abilities as English teachers due to professional qualifications, proficiency in English, and teaching experiences. However, it was revealed that their "non-native" status were affected by external factors (parents and colleagues), weakening their self-esteem and job motivation. This study emphasizes the importance of English proficiency level and qualifications in building confidence among non-native English teachers. Additionally, a supportive socio-cultural environment inside the school is key to support their positive identity and maintain their confidence.

Current theories about learning a second language might not fully explain why people want to learn languages other than English (LOTE) in the context of globalization and multilingualism. This study adopted and adjusted Huang's (2021) motivational dimensions for LOTE learners, specifically focusing on those who learn LOTE as a third language (L3), as is common in Thailand. It aimed to explore the motivations of 167 Thai students in higher education when choosing to study Japanese, using a questionnaire and a focus group. The findings indicate that Culture/Community Interest and Instrumentality-Promotion significantly influence motivation. On the other hand, Instrumentality-Prevention and Intended Learning Effort are closely related and exhibit the least influence. The findings also showed that students' motivations change depending on their year of study. Third- and fourth-year students valued practical benefits the most, while second-year students were more interested in the culture and community of the target language. In addition, the research also examined students' perceptions of multilingual learning. This research helps educators, linguists, and policymakers understand why students want to study Japanese and to create effective teaching strategies tailored to students' interests.

In this article, I offer my observations of the epistemological shifts that have taken place in the TESOL discipline as a result of the inexorable forces of globalisation. Specifically, the article highlights how the multicultural, multilingual, and multimodal nature of communication in the 21st century has disrupted various assumptions on how English is conceptualised, learned, and taught, prompting a shift in disciplinary discourses from a modernist to postmodernist orientation. Readers will gain insights into how the TESOL discipline is increasingly aligning itself with discourses that endorse inclusive plurality, emphasize processes and practices, recognize the role of everyday contexts, promote situated pedagogy, and advocate agency-giving.

Following efforts to promote internationalization at academic institutions, the use of multiple languages on educational slides (e.g., PowerPoint) has gradually increased. Multilingualism in learning has its advantages, but having multiple languages on educational slides can lead to crowding and cognitive overload. To investigate how students perceive multilingual slides, evaluations were gathered from Japanese (N = 20) and Indonesian students (N = 20) during an eye-tracking experiment in which their visual attention distribution on the slides was assessed. The slides contained text in three languages (English, Japanese, and Bahasa Indonesia) and were varied according to their layout. One group watched slides with text separated in blocks, with one text block for each language, while the other group watched slides consisting of a single, mixed block with each sentence describing the same information in a different language. The students' evaluations showed that slides with a mixed layout were judged as more crowded and required more processing effort than slides with a separated-block layout. Furthermore, while the students dwelled their gaze significantly longer on text in their native language (either Bahasa Indonesia or Japanese) on separated-block slides, for slides with a mixed layout, the gaze patterns did not significantly differ between languages. The results of a comprehension quiz taken after the slide presentation, however, showed that students performed better after having watched the slides with the mixed layout. Thus, although judged as more crowded and requiring a wider attention distribution, slides with a mixed layout may be preferable in multilingual education.

Research has demonstrated that multilingual exposure does not inherently impede language development or academic achievement in autistic children. Nevertheless, autistic students who are multilingual learners may experience unique challenges in the United States, where systemic barriers constrain both the diagnosis and the delivery of education. This review synthesizes 46 US-based studies to assess how educational and, to a lesser extent, medical systems are (or are not) prepared to offer adequate support to autistic individuals from multilingual families. Results reveal varied patterns of systemic inequity faced by multilingual children on the autism spectrum, elucidating the issues of disproportionality as well as unequal access to educational and medical resources. While the majority of studies emphasize the benefits of multilingual environments for autistic students, a persistent trend in favor of monolingual instructional strategies remains. Despite this, emerging publications present experimental evidence that drawing on students' first languages can bolster academic and behavioral performance and strengthen executive functioning.

This conceptual article discusses a collaborative approach to building teacher capacity to support multilingual learners in secondary science classrooms. The article advocates for the collaborative analysis of student writing samples and the sharing of pedagogical insights between English language and content area teachers. Samples of student writing are analyzed situationally and linguistically to model how teachers may focus collaborative conversations on language patterns.

As linguistic diversity continues to increase in the United States public school system, schools are expected to meet the needs of their ever-changing student body. While much attention within education research has understandably focused on multilingual learners' (MLs) English language acquisition, an emergent body of work points to science as an important subject for attention among elementary MLs. We suggest that understanding what "science and language inputs" are afforded to MLs in schools can contribute to understanding the needs and opportunities for enhancing MLs' science learning. This study leveraged nationally representative data from the Early Childhood Longitudinal Study of 2010-2011 to explore the science and language inputs available to MLs in elementary school. Using descriptive statistics, our analysis of science and language inputs provides evidence on what MLs have, or do not have, access to inside of their schools. Science inputs appear to be relatively evenly distributed across classrooms serving non-MLs, MLs, and subgroups therein. In comparison, language inputs are differentially distributed across ML subgroups, but they are distributed in ways that may align with student needs. However, while the science inputs do not necessarily vary across subgroups, the language inputs do, and this may affect how students can engage with science inputs. In understanding what science and language inputs MLs are afforded, this study provides a foundation for how to improve formal learning environments for them, especially regarding science learning.

The use of smart technologies in bilingual education opens up new opportunities for language learning. This study aims to examine the influence of bilingualism on neural connections and brain activity in the context of education based on smart technologies. To achieve this goal, an experiment used functional magnetic resonance imaging (fMRI). An additional method was pre-testing and post-testing of students. The study took place at East China Normal University and Shandong University. The participants were 120 students; 50 of them were Americans, 50 were British, and 20 were Australians. All participants were randomly divided into two groups (control and experimental) with 60 participants each. In the comparison of fMRI data between the control and experimental groups, the experimental group demonstrated stronger and broader connectivity in speech-related brain regions, including those involved in speech processing. In addition, bilingualism was found to increase the volume of gray matter in areas related to speech processing, attention, and executive functions. Bilingualism was also associated with increased neuroplasticity, improved executive functions, and increased cognitive flexibility. The members of the experimental group scored more points on the final test (74.71) than the members of the control group (65.9). These findings serve as a basis for further research because they contribute to the theoretical understanding of how bilingualism influences neural connections. The practical implication of the study is that incorporating smart technologies in bilingual education can open up new opportunities for language learning.

Mathematics teacher education is often described in terms of the mathematical content and pedagogy that teachers need. However, recent calls for equity in mathematics education demand a broadening of this view. In this article, we articulate a theoretical description of what the role of being an advocate in language-diverse classrooms could involve and some of the practical challenges that mathematics teacher educators may have when introducing it, using empirical examples from our teacher education courses for teachers of Grades 1-7 in Norway. In the theoretical description of the role of being an advocate into mathematics teacher education, we distinguish between in-class advocacy and advocacy beyond the classroom and what these different kinds of advocacy might entail in language-diverse classrooms. The practical issues that we identified in raising different aspects of the role indicate the need for further research into how to raise preservice teachers' awareness about the role of being an advocate, in and outside of the classroom, in different cultural settings and how this knowledge could be used in teacher education to challenge preservice teachers' language ideologies and raise non-trivial issues.

In this article, the authors illustrate how teachers use a strength based, culturally responsive Response to Intervention (RTI) framework to meet the varied needs of a culturally diverse, twice-exceptional student. Using a case-based approach, the authors demonstrate how classroom teachers and specialists collaborate with the student and her family to create an individualized system of supports designed to nurture the student's gifted potential while simultaneously addressing her cultural needs and learning disabilities. Using a hypothetical case, a student's curiosity about her Puerto Rican heritage and multiracial identity becomes the central focus as teachers build a thematic unit of instruction that honors her ancestors. As the student learns about her Indigenous Taíno and African heritage, she is taught to use specific evidence-based learning strategies to improve her memory, study skills and build on her curiosity and multilingual strengths. Throughout the article, the authors provide explicit examples of how to create a culturally responsive RTI plan for a diverse twice-exceptional student.

In this paper, we examine how researchers and teachers in a multi-year professional development program shifted their conceptualizations of equity. Following (Grapin et al (2023) Sci Educ 107:999-1032), we ground our analysis in two conceptualizations of equity that exist across fields: equity-as-access (learners should have access to disciplinary knowledge, practices, and career paths) and equity-as-transformation (learners should transform what it means to learn and participate in disciplines). In this study, we describe a professional development (PD) design initially intended to support equitable science teaching and learning by focusing on representations. This initial framing did not distinguish between conceptions of equity-as-access versus equity-as-transformation. As a result, the PD did not provide facilitators or teachers with resources for ideological sensemaking towards equity-as-transformation. Catalyzed by teachers' request for PD focused on multilingual learners (MLs), we noticed aspects of our design that offered only images of equity-as-access. In response, we designed activities for teachers that offered space and resources for considering equity-as-transformation. As a case study (Yin (2014) Case study research: design and methods, SAGE) using interaction analysis (Jordan and Henderson (1995) J Learn Sci 4:39-103) of PD videos, we describe how we PD activities and facilitation strategies to integrate transformative conceptualizations of equity. These findings have implications for both research and practice. In terms of research, they demonstrate the importance of using multiple lenses to consider equity in science classrooms. In terms of practice, they underscore the importance of providing teachers with opportunities to explicitly connect new perspectives of equity with day-to-day experiences of classroom teaching.

The research reported in this article explored the implementation of Trilingual Education Policy in Kazakhstan. The authors explain the challenges stakeholders came across while taking on the reforms in the language-in-education policy. In this context, the scholars describe four main challenges, such as the simultaneous implementation of several reforms, teachers training, a lack of an English environment, and different language origins. The topic is important, as the issue has been raised for almost two decades. Despite the two decades of meticulous deliberation and piloting of the system, it has not been fully implemented yet. During the research, a systematic literature review method was adopted. The authors used Google Scholar, ERIC, Web of Science, and Scopus databases as well as the official websites of the Government of Kazakhstan and Media resources. This review was conducted using Russian, English, and Kazakh databases.