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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 explores how kindergarten students from a multilingual sample (n = 131) representing 23 different languages differ in response to intervention, based on their skill in mathematics and domain general cognitive skills. Analyses for this study indicate significant correlations between initial math skill, phonological memory, working memory, and language proficiency. There was no statistically significant relationship demonstrated between gains in mathematics and phonological memory, working memory, and language proficiency. No moderation effect was found between domain general skills and response to math intervention. Implications of this work will inform development and delivery of math interventions for multilingual students in kindergarten.

Linguistic landscape studies (LLS) involve analyzing public signs in specific areas (e.g., streets, entire cities) to reveal the socio-cultural and sociolinguistic structures present. Turkey has been influenced by various cultures, particularly following the refugee influx starting in 2011 and recent internationalization efforts. Such social phenomenon's linguistic repercussions on multiculturalism, linguistic diversity, and vitality is an underexplored area. Therefore, this study explores the linguistic landscape of Turkey's capital, Ankara, to understand the extent of multilingualism in public spaces. Over a year, 1,291 signs were photographed across central areas of Ankara. Researchers were trained to ensure data collection, sorting, and analysis consistency. The study employed descriptive statistics with a quantitative approach to analyze language choice and prominence. Findings revealed that the linguistic landscape of Ankara was mainly Turkish monolingual and English-Turkish bilingual. The study's implications are mainly for language teacher educators,so they embed linguistically aware language teacher education models, and for language education policymakers, they incorporate authentic, multimodal, and multilingual LL to English as a foreign language education.

Multilingual learners (MLs), also referred to as English learners (ELs) in US K-12 public schools, and specifically newcomer MLs who have been in US schools for 2 years or less, are expected to learn the English language and reach grade level standards as their monolingual English-speaking peers. Mathematics education in the US has struggled over the years to achieve higher levels of math achievement for all students and for MLs. In this innovation in practice, we present how Ms. Shelley (a pseudonym), a math high school teacher incorporated her newcomer MLs diverse math practices in her teaching.

The study examines the role of independent work in enhancing the genetic knowledge of third-year biology students within a multilingual education setting. Conducted at Abai Kazakh National Pedagogical University, the research involved 164 biology teacher candidates. A quasi-experimental design with pre-test and post-test measures was employed to compare the effectiveness of various independent work methods in control and experimental groups. The findings reveal that independent work significantly improves students' understanding of genetics, particularly when supplemented with technology and project-based learning. However, students faced challenges due to limited resources in their native languages. The study concludes that independent work, guided by appropriate pedagogical strategies, is essential for developing genetic knowledge in a multilingual context. The implications for educators include the need for tailored resources and enhanced lecturer guidance in independent work.

In a multilingual classroom, students come from diverse linguistic and cultural backgrounds. They bring various cultural experiences, knowledge, and linguistic resources with them, however, most of the time, these resources remain unutilized as the medium for discourse in the classroom is often the dominant language. As a result, minority languages remain ignored and the students from minority linguistic backgrounds might feel at a disadvantages if they cannot voice their views in the classroom (Mohanty, 2009). Most of the students leave their education for these linguistic reasons, and the dropout rates are quite high among minority students (MacKenzie, 2009). In this scenario, translanguaging can be an alternative strategy to provide space to minority learners in the mainstream classroom where they will be able to communicate more freely. This study was conducted in a school in the Paschim Medinipur district of West Bengal, India. The purpose of the study was to explore how translanguaging promotes learners' space inside the mainstream classroom and how it promotes language practice where learners can bring their creativity and imagination to the classroom. A qualitative approach to content analysis has been adopted to analyze the data. Findings show the active involvement of students in the translanguaging classroom and suggest that translanguaging encourages students' creativity and imagination in a multilingual classroom.

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.