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This intervention study examined the writing abilities of 1st (ages 6–7) and 2nd (ages 7–8) grade students in the Basque Autonomous Community, utilising Basque, Spanish, and English. We compared two distinct teaching methodologies: the PYCTO methodology, which employs a multilingual approach for teaching writing across the three languages, and the traditional monolingual approach, focusing on one language only. 873 compositions written in these languages were analysed using quantitative methods. Lexical richness was evaluated using analytic measures, while holistic measures assessed overall writing competence in four dimensions. The results indicated that students taught using the PYCTO methodology significantly outperformed those taught with the traditional monolingual approach in both 1st and 2nd grades. This finding underscores the effectiveness of multilingual teaching methods over the conventional monolingual approach, suggesting that integrating various known languages in teaching offers substantial benefits in language learning. [ABSTRACT FROM AUTHOR]

This article, titled "Introduction: Offerings to Research in Multilingual Education," explores the theme of unsettling multilingual educational research. The author draws inspiration from songs by Bob Marley, Cultura Profetica, and Silvio Rodríguez, which offer poetic wisdom and unique aesthetics. The articles in this collection focus on decoloniality and center otherized standpoints, rejecting dehumanizing multilingual research, teaching, and learning. The authors discuss practices of unlearning, decolonizing, and engaging with historical violence and contemporary forms of suffering. They also explore the role of emotions and the practice of communicating harm and pain in multilingual research. Overall, the articles offer multiple ofrendas (offerings) that invite readers to act with intention and compassion in their multilingual education research. [Extracted from the article]

This study presents a list of 2022 Bulgarian‐Turkish cognate words that can be used to facilitate vocabulary acquisition and cross‐linguistic awareness. The list was created manually through a multi‐step process that involved scanning the database of an online dictionary to identify Bulgarian words that had the same or similar forms in Turkish. For each cognate word identified, its Bulgarian and Turkish forms and English meanings were recorded, and their accuracy was checked through additional sources and expert consultation. The final list of cognate words includes only those confirmed based on linguistic criteria and expert judgement. The use of cognate words in language teaching methods such as total physical response and teaching proficiency through reading and storytelling can enhance the effectiveness of these methods by helping students understand and remember new vocabulary and building their confidence in language learning. Additionally, this study highlights the potential of cognate awareness to promote peace in the world by emphasizing the commonalities among languages and cultures. By recognizing the abundance of cognates across different languages, we can reinforce the idea that we are all part of the same human family and share a common linguistic heritage. Moreover, the study demonstrates how a new and innovative multilingual education can be achieved through cognates, showing that language education does not necessarily have to be limited to bilingual instruction. The use of cognates as a tool for vocabulary acquisition and cross‐linguistic awareness can open up opportunities for multilingualism and facilitate communication across linguistic and cultural boundaries. Future research could explore the use of cognate words in other language teaching contexts and investigate the potential benefits and limitations of using cognates in language learning. [ABSTRACT FROM AUTHOR]

This article aims to complexify the linguistic dimension of international schooling in light of the increasing diversification of the field but also as a result of the ‘banalisation’ of English and the growing ‘added’ value of multilingual competence in the knowledge economy. Drawing on data from focus groups with mobile families and institutional documents from an international school in Switzerland, we claim that the value of English-medium education to facilitate worldwide mobility is simultaneously conceived by parents as an obstacle for their children’s acquisition of certain linguistic capitals in the locality. This engenders constant family (re-)evaluations of school choice and the development of strategies for children to acquire locally-available linguistic competences. The Swiss context activates the multilingual imagination of global middle-class families who demand that the school help their children maximise their chances of local linguistic capitalisation. In our case study, the current educational shift responds to parental desires for elite multilingualism with French and materialises in an optional dual-language programme to attract an increasing number of Swiss and established transnational families in a competitive eduscape. [ABSTRACT FROM AUTHOR]

Framed by the concept of critical language awareness, this study validated a survey to assess teachers' ideological beliefs and attitudes toward English learners (ELs)/multilingual learners (MLs) in content classrooms. Employing exploratory factor analysis (EFA), the study identified three major constructs of teachers' beliefs and attitudes from a relatively large sample across the U.S. (N = 307). The study further examined whether differences in the constructs can be explained by the teacher's primary role (ESOL vs Content), teaching grade (elementary vs secondary), and subject of teaching (STEM, non-STEM, or both), while controlling for years of teaching as a covariate. Results suggested that ESOL teachers were more inclined toward language-integrated content teaching with a greater level of sensitivity to ELs/MLs than content teachers. For elementary education, content teachers were more inclined toward English-only monolingual pedagogy than ESOL teachers. Teachers of STEM subjects were less inclined toward language--integrated pedagogy than other teachers. Given the critical role of underlying ideologies in teachers' practices, we argue that a more in-depth self-examination is necessary for teachers to obtain critical awareness of their pedagogical practice. This study adds new insights to the research on critical language awareness by addressing the needs of ELs/MLs in content classrooms. 이 연구는 비판적 언어의식 이론을 기반으로 하여 영어 학습자 혹은 다중 언어를 사용하는 학생들에 대한 교사들의 이념적 신념과 태도를 평가하기 위해 고안된 설문을 분석했습니다. 탐구적 요인 분석법을 사용하여 미국 전역에서 307명의 교사들의 표본을 모집하여 분석한 결과 교사들의 신념과 태도의 세 가지 주요 구성요소를 도출했습니다. 또한 교사의 신념 및 태도의 구성요소의 차이가 (교사의 교육 경력을 통제했을 때) 교사의 전담 역할 (영어전담 ESOL 교사 대비 교과 교육 교사), 담당 학년 (초등 대비 중고등), 그리고 담당 교과과목 (STEM, 비-STEM, 또는 둘다)의 차이에 따라 설명될 수 있는지를 연구했습니다. 분석에 따르면 영어전담 ESOL 교사들이 교과교육 교사들에 비하여 (다)언어교육과 교과 내용교육을 통합하는 방식에 더 호의적인 경향이 있었으며, 다언어를 사용하는 학생들에 대한 민감도도 교과 교육 교사들보다 더 높았습니다. 담당 학년에 관해서는 초등학교 교과교육 교사들이 영어전담 ESOL 교사들에 비하여 영어만 사용해서 교육해야 한다는 단일언어 중심의 이념적 신념에 있어서 더 강한 경향을 보였습니다. 또한 전담 교과과목에 있어서는 STEM 과목 교사들이 다른 과목 교사들에 비하여 (다)언어와 교과 내용을 통합하여 가르치는 방식을 덜 선호하는 경향이 있었습니다. 교사의 이념이 교수법에 미치는 영향이 크다는 점을 감안할 때 교사들이 자신의 교수법에 대해 좀더 비판적인 인식을 견지할 수 있도록 교사의 심층적 자기성찰이 필요합니다. 이 연구는 교과 교육 중심 교실에서 영어학습자/다중 언어학습자의 요구를 잘 충족시킬 수 있도록 교사의 비판적 언어의식에 대한 연구에 기여합니다. In this study, we explored teachers' beliefs and attitudes towards English learners (ELs)/multilingual learners (MLs) in content classrooms, using a survey grounded in the concept of critical language awareness. By analyzing responses from a diverse group of 307 teachers across the U.S., we identified three major themes in teachers' beliefs and attitudes when working with ELs/MLs. We also examined differences among teachers with different roles (ESOL vs Content), grade levels of teaching (elementary vs secondary), and subjects taught (STEM, non-STEM, or both) in relation to these themes. The findings showed that ESOL teachers preferred teaching content by integrating language and were more aware of the needs of ELs/MLs compared to content teachers. In elementary education, content teachers tended to favor teaching in English only more than ESOL teachers. Additionally, teachers in STEM subjects were less likely to integrate students' first language into their teaching compared to teachers in other subjects. This study emphasizes the importance of teachers gaining a deeper understanding of their practices. It adds new insights to research on critical language -awareness, focusing on addressing the needs of ELs/MLs in content classrooms. [ABSTRACT FROM AUTHOR]

Programs of multilingual education in Early Childhood Education and Care (ECEC) are promising because they contribute to the development of young children’s language and literacy as well as their multilingual identities. In practice, many educators are unsure of how to engage children in multilingual literacy activities and policy often falls short of providing adequate guidance. The present paper investigates the case of Luxembourg where a multilingual program has been implemented over the last years. We draw on the continua of biliteracy to examine the range of language and literacy practices of 12 educators who worked with two to four-year-olds in three private, commercial centers differing in regional location, urban or suburban setting, and dominant language spoken. Using the lenses of the biliteracy continua of context, media, content, and development, we analyze examples, explain differing practices, and explore the educators’ varied understandings of languaging, literacy, and learning. We thereby demonstrate that the continua are a heuristic for research, teaching, and policymaking in multilingual environments. We conclude with implications for professional development, policymakers, and researchers. [ABSTRACT FROM AUTHOR]

The anthology "Multilingual Education in Teacher Training" by Rösch and Bachor-Pfeff examines the development of institutional language education in teacher training and aims to support its modernization. The volume contains eleven contributions from renowned authors from various fields. The contributions address topics such as multilingualism in teacher education, diglossia and heteroglossia, perspectives of teacher trainees on students with migration-related multilingualism, language education in Berlin's teacher training, heterogeneity and multilingualism, foreign language didactic discourses on multilingualism in teacher training, linguistic landscaping, heritage language instruction, language-sensitive STEM teacher training, and lexical awareness in teacher education. The volume provides a comprehensive overview of various aspects of multilingual education and is valuable reading for philologists and university lecturers. [Extracted from the article]

Positioning theory [van Langenhove and Harré (1999). Introducing positioning theory. In R. Harre, & L. van Langenhove (Eds.), Positioning theory: Moral contexts of intentional action (pp. 14–31). Blackwell Publishers] provides a useful analytical lens to examine how teachers’ positioning in moment-to-moment interactions can expand or restrict opportunities for multilingual learners to participate in mathematical discussions and develop robust mathematical identities. In this study, I examined the discursive practices of one white, third-grade monolingual teacher, Keri, and the ways she interactively positioned Alexia, a Latina multilingual learner, in the first full month of the academic year during whole class interactions. Findings demonstrate Keri used a range of positioning acts to recursively position Alexia as a communicator of mathematics and mathematical thinker that simultaneously situated Alexia within the broader classroom storyline that successful mathematics students communicate their ideas to others. The findings confirm that monolingual teachers in elementary classroom settings appear to use similar positioning acts as bilingual teachers/teacher-researchers with individual multilingual students. [ABSTRACT FROM AUTHOR]

In 2019 more than half of the nation's population under age 16 identified as a racial or ethnic minority. As of 2014, Latinx in California surpassed whites as the state's largest ethnic group and today, more than 200 different languages are spoken. This makes California home to one of the most diverse student populations in the world. However, current research indicates that educators are not prepared to meet the educational needs of linguistically and culturally diverse students or lead the instructional demands of these students. In response, the Higher Learning University launched the Multilingual Multicultural Education (MME) master's degree program in rural California. This ethnographic study examines the challenges related to establishing and maintaining a successful program through the lens of five instructors who were instrumental in the inception and development of the program. The major themes identified in this study include the transformational context occurring during the program's establishment (i.e. shifts in demographics, policy, and attitudes), challenges (i.e. prevailing anti-immigrant attitudes), pedagogical impact (i.e. students' increased understanding of themselves in an unequal society, advancement of research and professional skills), and postgraduate impact (i.e. development and transformations related to linguistic and cultural competency for social justice). [ABSTRACT FROM AUTHOR]

In this article Renata Love Jones and Patrick Proctor introduce the notion of pursuing language to engage in critical dialogue about the nature and focus of language and literacy education in multilingual and multicultural contexts. A persistent threat in language and literacy education is standardization that constrains how language and literacy are operationalized, which further limits how children can bring their unique communicative practices into schools and classrooms. In response, the authors describe pursuing language as a state of being responsive in our language and literacy instruction, with the goal of developing literacy skills through culturally affirming and anti-oppressive practices. They operationalize this pursuit of language in classroom contexts by delineating a framework of critical metalinguistic engagement. The article begins with a theory of languaging and goes on to unpack critical metalinguistic engagement by each of its component parts—critical, metalinguistic, and engagement—and concludes with an argument for being intentional about pursing language through relationships and dispositions that affirm language diversity in educational practice and research. [ABSTRACT FROM AUTHOR]

Linguistic diversity at Czech schools has increased in the last decade, and it has become a new everyday reality. Nevertheless, there is still a lack of studies investigating lived experiences with managing multilingualism at schools. Our study examines schools as multilingual social spaces in which the visible language choice on signs reveals the language regime based on ideologies and policies. We contextualize our study according to top-down language policy, and the essential theoretical concepts such as social space or language regime are explained. The linguistic landscapes at schools (so-called schoolscapes) are analysed and interpreted to capture schools as multilingual social spaces. The focus lies on (1) displayed languages; (2) authorship of the object: (3) location of the object. The data from schoolscaping are complemented by interviews with school principals, who are responsible for language choice decisions. The investigation took place in four schools, where multilingualism plays an essential role. The results indicate that despite the multilingual reality and the promotion of multilingualism by anchoring it in the agenda of inclusive education, language homogenization is operative in schools. Our results are relevant for exploring the linguistic environments and language regimes at schools and reveal possible explanations for linguistic homogenization. [ABSTRACT FROM AUTHOR]

Based on our impression of a tremendous increase in research in L1-based multilingual education (MLE) worldwide in recent years, our small team of multilingual, multicultural researchers began a stocktaking project in 2017. Our aim was to create an open-access, searchable database of annotated references to research on policy and practice in the field. We initiated a large-scale systematic review of academic literature from 2007 to 2020. Recognizing that a 'state of the field' literature search could not be done using English alone, we conducted parallel literature searches in Mandarin Chinese, Spanish and French. This methodological paper describes the intentional and reflexive process of researching multilingually: identifying search terms, finding and utilizing appropriate search engines, collecting references, categorizing and annotating publications, and beginning to make use of search functions. We argue there is little guidance on how to research multilingually and note problematic 'blind spots' if multilingual education research is biased towards English-speaking contexts or publications written by English-speaking scholars of the Global North. We share what we have learned about engaging in a multilingual systematic literature review, and hope to facilitate the decolonization of academic work and open access to both empirical and theoretical values from a range of perspectives. [ABSTRACT FROM AUTHOR]

This article discusses the role of translation and its impact on the success of patient education materials, particularly in the context of patient recruitment and retention for clinical trials. We examine how translation and localisation help foster trust, ensure safety, and increase efficiency, improving recruitment, retention, and regulatory compliance in trials which are becoming increasingly diverse. We also discuss inherent challenges and considerations and look into the future. [ABSTRACT FROM AUTHOR]

Collaborative writing tasks are common in multilingual university-level writing-intensive classes, but how multilingual language learners (MLLs) are socialized into this group work as a discursive practice is still poorly understood. This case study of adult MLLs in multilingual writing classes at a large public university provides insight into how this socialization can conflict with teaching goals. Membership Categorization Analysis (MCA), a micro-analytic approach, is used to investigate how students inter-subjectively assemble categories of identity in order to articulate their understanding of collaborative writing tasks and how they are obligated to negotiate them. Analysis of classroom talk reveals a conflict between student articulations of how to perform writing tasks when they interact with one another as group members and when they interact individually with instructors. Implications and a possible pedagogical intervention for the framing of collaborative writing tasks are discussed. [ABSTRACT FROM AUTHOR]

Many metropolitan cities have undergone rapid demographic changes in recent years, and such changes hasten and widen linguistic diversities. Similar changes are happening in Sydney, Australia and Hamburg, Germany. These changes are most acutely felt and observed in the classrooms where multiple languages are spoken, despite a prevalent monolingual mindset in education in both these contexts. What do pre-service teachers think of language learning and multilingualism in the face of demographic and sociolinguistic changes? This is a particularly urgent question for pre-service teachers, whose perspectives on multilingualism will considerably influence on how their students view language learning and maintenance. Based on a survey of 436 pre-service teachers in Sydney and Hamburg, this comparative study explores the relationship between their linguistic profiles (monolingual, multilingual and how they become multilinguals) and the way they perceive societal multilingualism and the need to promote multilingual education to all. The findings suggest that formal language education, more than heritage backgrounds and knowledge, provided the necessary experience to foster a more open attitude towards societal multilingualism and language learning. In recent years, population in many metropolitan cities has changed rapidly and such changes have resulted in more languages being spoken and used. Major cities like Sydney in Australia and Hamburg in Germany are also experiencing rapid population changes. We are now seeing more students speak and use many languages in the classroom, but English and German, respectively, are still the dominant languages used in the classrooms in the two countries. When student populations are changing, what do pre-service teachers think about language learning and multilingualism? This is an important question because teachers influence how their students think. We gave 436 Australian and German pre-service teachers a survey to find out about the languages they speak, their beliefs about languages and multilingual education. Even though many pre-service teachers come from families that speak different languages, they do not necessarily support additional language learning. From the survey, we found that when pre-service teachers learn languages at school, they are more likely to have open attitudes about multilingualism and language learning. [ABSTRACT FROM AUTHOR]

Science education reform efforts have called for teaching science to all students, yet the "Science for All" mantra has remained merely rhetoric. Given that multilingual learners continue to face inequities more broadly in the education system and in science, technology, engineering, and mathematics (STEM) subjects in particular, there has been renewed attention to conditions that support more equitable science learning opportunities. In this exploratory, qualitative case study, we intentionally centered the voices of ninth grade multilingual learners by examining their science experiences in a Regents Living Environment class at an urban, inclusive STEM‐focused high school (ISHS). Specifically, drawing from ecological and humanizing education theoretical perspectives, we investigated the elements of their experiences that were asset‐oriented and humanizing, which promoted a healthy science learning ecosystem, as well as the challenges that coexisted. Qualitative data analysis revealed four main themes. First, multilingual learners appreciated authentic engagement in hands‐on, science inquiry opportunities, including developing and implementing their own experiments. Students also noted feelings of joy, comfort, and belonging in their classroom environment that were supported by strong relationships and positive interactions among peers and their teachers. Moreover, students underscored the role of their teachers in intentionally co‐creating a science classroom community of belonging and excellence. There were, however, persistent challenges associated with learning science and English simultaneously, in the backdrop of a standardized English‐dominant, high‐stakes accountability context. These findings have implications for pedagogy, teacher preparation, research, and policy for a more inclusive, asset‐oriented, and humanizing science education for multilingual learners that broadens possibilities. [ABSTRACT FROM AUTHOR]

This special issue revisits a classic topic in linguistic theory, A-bar movement, applied to developing and bilingual grammars. We claim that A-bar movement, or filler-gap dependencies, is still the quintessential linguistic phenomenon to illustrate the interaction between the biological endowment, the experience with language (past and present), and other cognitive considerations non-specific to the faculty of language (i.e. the three factors in language design discussed in contemporary Chomskyan approaches). These three factors are present in non-native and bilingual populations, in which asymmetries between grammatical knowledge and other factors are even more apparent, in such a way that we can observe the role of each of these components independently. The appearance of new data from unique populations of bilinguals and novel experimental methodologies justify the collection of articles gathered in this volume. These studies inform new and old theoretical debates about the accessibility to Universal Grammar (UG) in nonnative grammars, the relationship between the grammar and the parser, and the role of individual differences. [ABSTRACT FROM AUTHOR]

In a phenomenon known as translanguaging, multilingual learners draw freely from their repertoires without regard for language boundaries. Although multilingual learners live their lives between languages in their communities, science education is just beginning to acknowledge the important role of their hybrid language practices for learning. This study investigated one translingual science event in a fourth grade multilingual classroom focused on electrical phenomena. Expanding our prior study of a soil sample lab (Lemmi et al., 2021) this paper documented eight talk types that took place during the translingual exchanges during a snap circuit activity: (1) making comparisons, (2) asking and answering questions, (3) explaining, (4) giving directions, (5) making observations, (6) agreeing, (7) exclaiming, and (8) affirming. Our findings suggest that students' translingual participation serves valuable academic and social roles in the classroom and should be considered an important contribution to science learning. This work has implications for the ways in which teachers can support meaningful translingual learning spaces in science through the use of manipulatives and explicit invitation of hybrid languages practices. It also calls for expanding the field understanding of the purpose of translanguaging in science education to disrupt monolingual norms. [ABSTRACT FROM AUTHOR]

Language is a universal human ability, acquired readily by young children, who otherwise struggle with many basics of survival. And yet, language ability is variable across individuals. Naturalistic and experimental observations suggest that children's linguistic skills vary with factors like socioeconomic status and children's gender. But which factors really influence children's day-to-day language use? Here, we leverage speech technology in a big-data approach to report on a unique cross-cultural and diverse data set: >2,500 d-long, child-centered audio-recordings of 1,001 2- to 48-mo-olds from 12 countries spanning six continents across urban, farmer-forager, and subsistence-farming contexts. As expected, age and language-relevant clinical risks and diagnoses predicted how much speech (and speech-like vocalization) children produced. Critically, so too did adult talk in children's environments: Children who heard more talk from adults produced more speech. In contrast to previous conclusions based on more limited sampling methods and a different set of language proxies, socioeconomic status (operationalized as maternal education) was not significantly associated with children's productions over the first 4 y of life, and neither were gender or multilingualism. These findings from large-scale naturalistic data advance our understanding of which factors are robust predictors of variability in the speech behaviors of young learners in a wide range of everyday contexts. [ABSTRACT FROM AUTHOR]

In recent years, the field of multilingual education has begun to focus on the differences, dynamics, and complexities of multilingual learning among different groups. Relevant research has contributed to a deeper understanding of the mechanism underlying language learning and development in the applied linguistics community. Resonating with the trends, this special issue features seven articles, focusing on the learning and development of multilingualism in China. Specifically, the collection investigates core issues including language attitudes, cognitive processes and development, identity formation and development, curriculum development, and language policies among users of ethnic minority languages (e.g. Yugur, Tujia, Yao, Mongolian, Miao, Zhuang, Uyghur) and (dialects Teochew dialect) with quantitative, qualitative, and mixed research methods, and cross-sectional and longitudinal research designs. The findings of this special issue help to provide insights for language policy makers, language education researchers, and practitioners at micro, meso, and macro levels. [ABSTRACT FROM AUTHOR]

Multilingual families face decisions about the linguistic upbringing of their children. These decisions shape their family language policy (FLP) which potentially impacts the children and their family. Departing from this hypothesis we conducted a systematic literature review applying the PRISMA guidelines, screening three databases, using search terms related to FLP (building on Spolsky's framework). After a title- and abstract-based initial screening, 191 retained articles were scanned for a connection between FLP (components) and outcomes. We classify forty-two studies that describe such a link in multilingual families with focal children under the age of thirteen. Based on our results, we argue that studies exploring the socio-emotional (9) and cognitive outcomes (13) are underrepresented, especially because all but one of these studies also largely focus on linguistic outcomes (41). When it comes to the separate components of FLP, practices are found to have the most impact (41 studies), either exclusively (16) or combined with management (12), beliefs (6) or both (7). Based on this review, we recommend future studies to further explore the socio-emotional and cognitive spheres and all their aspects, preferably in families with young children, including families from various language groups or communities, and adopting a longitudinal design. [ABSTRACT FROM AUTHOR]

Due to the 'global English bias' in the field of L2 motivation, many motivational constructs have been primarily investigated in relation to learners of English. One of these, international posture, has been recently found to hold some relevance to LOTE students. Despite this, no research has examined comparatively similarities and differences in the relevance of a global community to the motivations of EFL and LOTE learners. This study fills this research gap, by focusing, as a case in point, on data collected via a questionnaire and interviews with university students of English studies in Italy and in Germany, and of students of Italian and German studies in Australia. The findings confirm the relevance of this construct to both learner groups and show that it can co-exist with integrative motives. While EFL respondents viewed the affiliation with a global community as dependent on the mastery of English, most LOTE respondents associated it with the language learning process itself and with their new positioning as second language learners and speakers in their monolingual environment. This study advances our understanding of the range of reference of international posture and contributes to reducing the gap in scholarship between EFL and LOTE learners. [ABSTRACT FROM AUTHOR]

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

The steady increase in interest in translanguaging research in multilingual classrooms is fuelled by translanguaging's potential benefits in language teaching and learning and theoretical advancements in the field of bilingualism and multilingualism. Thus, there has been a rise in investigations into classroom translanguaging in various countries, including the Philippines where a multilingual education program is being implemented. Despite the conduct of these studies, the local literature on translanguaging remains wanting (De Los Reyes & Bagona, 2022), and notable gaps that remain. This research attempts to map classroom translanguaging studies in the Philippines from 2018 to 2023 and identify ways to move the classroom translanguaging research agenda in the country forward. To achieve this, a semi-systematic review of relevant literature was employed. Several databases were searched for relevant studies using identified inclusion and exclusion criteria and keywords. Following a series of steps and data cleaning, 17 articles were included in the actual review. Results show three themes in the published studies 1) translanguaging/mother tongue and its impact on classroom learning; 2) role of translanguaging in the classroom; and 3) attitudes toward translanguaging. This review likewise shows that translanguaging plays vital functions in Philippine classrooms and can positively impact classroom learning. Additionally, more efforts are needed at the inservice and pre-service levels to bridge the tension between theory and practice experienced by many teachers. Future research should empirically establish the relationship between translanguaging and learning and focus on using translanguaging in other subjects and across subjects and contexts, among others. [ABSTRACT FROM AUTHOR]

The article informs about the concept of speed in relation to bi- and multilingual education and its consequences, discussing the social, economic, political, and pedagogical aspects of speed and its impact on various stakeholders in education. Topics include examining the experience of speed in language programs in different geopolitical locations, the intersection of speed with bi- and multilingualism, and the forms of language practices influenced by speed.

Societal language ideologies affect language education policy implementation through teachers' beliefs, which in turn influence their pedagogical decisions and practices. Understanding the relationship between language ideologies and teachers' beliefs is crucial in multilingual contexts in postcolonial countries such as Namibia. This study explores Namibian mainstream teachers' beliefs about language policy and its implications for teaching and learning through a questionnaire, individual interviews and focus group discussions. The results show that both monolingual ideologies that stress the importance of English, and decolonising ideologies that advocate for the use of indigenous languages, affect teachers' beliefs. Deconstructing the hegemonic ideologies and giving teachers opportunities to reconsider their beliefs would contribute to achieving a more flexible multilingual approach in education. [ABSTRACT FROM AUTHOR]

In this paper, we build on southern and decolonial theories of multilingualism and invite a south-north conversation through a concept we propose as 'reciprocal multilingual awareness'. Reciprocity is a core value of southern societies that balance pluralities of episteme, language, and communality. Central features of southern multilingualisms, including transknowledging (reciprocal exchanges and translation of knowledge), and linguistic citizenship (the exercise of linguistic agency and choice), are usual moves that people make every day. Here, we lift forward southern reciprocities and linguistic citizenship together in conversation with northern conceptualisations of 'multilingual awareness'. We draw attention to the longue durée of expertise and knowledge of multilingualism in post-colonial societies to invite conversation with critical multilingual language awareness (CMLA) as a contribution to this special issue. In this frame, we recognise the potential in 'multilingual awareness' for a dynamic and reciprocal process situated within specific place, time and ideology. We offer eirical experiences of multilingual reciprocities from Australia and Brazil in which community, student and teacher agency are foregrounded to illustrate and amplify southern theorisation of multilingualisms and linguistic citizenship. In conceptualising reciprocal multilingual awareness as a practice of linguistic citizenship our primary concern is to offer a contribution to teacher education that can more fully engage with organic, community and student-generated language ideologies. This article shows how different communities view their own multilingual practices, including use of multiple languages for different purposes in relation to education. Our research data point to ways in which community members and students can teach educators about the variable nature and contextual functions of multilingualism. Over the last two decades, knowledge about multilingualism and how to promote awareness of multilingualism in schools has focused on North America and Europe. Here, we look at how multilingualisms in two different national settings, Australia and Brazil, are distinctive and pluridimensional. Our research indicates that teachers, teacher educators, and even linguists may need to listen more carefully to local communities and students - we use the term reciprocal multilingual awareness to describe this process. [ABSTRACT FROM AUTHOR]

Classrooms across the United States today often include students from multiple different cultural and linguistic backgrounds. The teaching force, by contrast, has remained predominantly White and Anglophone with little experience learning additional languages (Athanases & Wong, 2018; Deroo & Ponzio, 2023; Pettit, 2011). When teachers themselves have limited experience with linguistic diversity, how can teacher -educators raise teacher candidates' (TCs) critical multilingual language awareness (CMLA) over the limited duration of the teacher certification process? This article analyzes the implementation of a CMLA project which engaged secondary TCs in becoming language learners themselves to reflect on the experience of being an early language learner. We collected written reflections from 49 TCs about their language learning experiences over 30 h and drew on the five domains of CMLA (Power, Cognitive, Affective, Social and Performance) (Prasad, 2022) to code the data set. We focus on the domain of Power to examine how learning a new language even for a short time can engage TCs practically in attending not only to mechanics of teaching and learning with multilingual students but also more critically to recognize the systemic power relations among languages and language users in schools. Aujourd'hui, les salles de classe à travers les États-Unis comprennent souvent des élèves issus de multiples origines culturelles et linguistiques différentes. Le corps enseignant, en revanche, reste majoritairement blanc et anglophone, avec peu d'expérience dans l'apprentissage de langues supplémentaires (Athanases & Wong, 2018; Deroo & Ponzio, 2023; Pettit, 2011). Lorsque les enseignants ont eux-mêmes une expérience limitée de la diversité linguistique, comment les formateurs d'enseignants peuvent-ils élever l'éveil aux langues critiques (CMLA en anglais) des stagiaires pendant la durée limitée du processus de certification des enseignants? Cet article analyse la mise en œuvre d'un projet de CMLA dans le cadre duquel des stagiaires du secondaire ont été amenés à devenir eux-mêmes des apprenants de langues afin de réfléchir à leur expérience d'apprenant précoce de langues. Nous avons recueilli les réflexions écrites de 49 stagiaires sur leurs expériences d'apprentissage des langues pendant 30 heures et nous nous sommes appuyés sur les cinq domaines du CMLA (pouvoir, cognitif, affectif, social et performance) (Prasad, 2022) pour coder l'ensemble des données. Nous nous concentrons sur le domaine du pouvoir pour examiner comment l'apprentissage d'une nouvelle langue, même pendant une courte période, peut inciter les stagiaires à s'intéresser de manière pratique non seulement aux mécanismes de l'enseignement et de l'apprentissage avec des étudiants multilingues, mais aussi, de manière plus critique, à reconnaître les relations de pouvoir systémiques entre les langues et les apprenants de langues dans les écoles. Classrooms across the United States today often include students from multiple different cultural and linguistic backgrounds. However, most teachers are white and English-speaking and do not have significant experience learning other languages. In this article, the authors explore the potential impact of individuals who are studying to become teachers spending 30 h learning another language so they can better understand the experience of their future multilingual students. In particular, the study explores how learning another language and reflecting on the experience can help future teachers be more aware of the various power relationships among languages and their speakers within schools. The study can inform other teacher education programs as they consider how to better prepare teachers for culturally and linguistically diverse classrooms. [ABSTRACT FROM AUTHOR]

This commentary begins with a brief overview of the shift in focus from language to speakers and their languaging in language awareness scholarship. I then discuss the connection between this shift and translanguaging, a burgeoning area of research in the education of multilingual students. Next, I provide brief overviews of each of the six papers in the special issue, focusing on the authors' contributions to CMLA research. I end with some points of discussion that the issue as a whole raises regarding future directions of CMLA research and its applications to teaching and teacher education. [ABSTRACT FROM AUTHOR]

The revised Swedish national curriculum stresses that preschools should, on the one hand, place emphasis on stimulating children's language development in Swedish, while on the other hand help children with a mother tongue other than Swedish develop their mother tongue. The aim of this study is to analyse preschool teachers' strategies to develop multilingualism in daily life in preschools. The analysis was conducted by analysing their reflections on multilingualism and how their beliefs are transformed into educational strategies and parental cooperation. The results reveal two main strategies: joint language expression and reflection with children and parental cooperation in developing children's multilingualism. The analysis revealed patterns of strategies for activities that we argue form multilingual educational strategies. These various strategies tend to occur in the daily work of the preschool staff. [ABSTRACT FROM AUTHOR]

This ADiBE case study explores an innovative, integrated approach to addressing diversity in secondary classrooms in England, where more than one language is used and learned. We position diversity in multilingual and multicultural communities where schooling seeks to provide meaningful learning experiences for all students and guide learners towards being and becoming global citizens. Within a UK context, underpinning values emphasise social justice and inclusion embodied in classroom practices that actively involve teachers as researchers with their learners – in terms of 'curriculum-making' and reinterpreting the impact of diversity on 'successful' learning communities. This research analyses contextual and exploratory factors that enable diverse learners with diverse needs to engage in learning partnerships with each other and their teachers. Using a framework to capture collaborative professional learning, synergies are explored between two different approaches to bilingual learning – English as an Additional language (EAL) and Content and Language Integrated Learning (CLIL). The case study identifies potentially rich sites for building pedagogic capital and explores how diversity can enable more young people to feel valued, respected and successful bilingual learners in formal schooling. [ABSTRACT FROM AUTHOR]

This paper reports on the outcomes of a study on stakeholder perspectives on catering for diversity in Content and Language Integrated Learning (CLIL) in Spain. It is part of the large-scale SWOT analysis conducted in Europe within the project 'CLIL for All: Attention to Diversity in Bilingual Education (ADiBE)'. The research has involved the administration of two sets of questionnaires to 926 informants (742 students and 184 teachers) within 15 secondary schools of four provinces. After framing the topic against the backdrop of the project, the paper will expound on the objectives, methodology, variables, and procedure employed in this particular study in Spain. The bulk of the article will outline its main findings in relation to the five main fields of interest which have been canvassed: linguistic aspects, methodology and types of groupings, materials and resources, assessment, and teacher coordination and development. Across-group comparisons will be carried out to determine whether there are statistically significant differences between both cohorts. A diagnosis of where we currently stand in Spain in the process of catering for diversity in CLIL will be provided in light of these results and a future CLIL agenda will be carved out on the basis of these findings. [ABSTRACT FROM AUTHOR]

Apart from linguistic diversity and multilingualism, empirical research into diversity is only in its beginnings in the Austrian educational context. CLIL research, on the other hand, is well-established but has not tended to focus on pedagogical practices. This study explores teachers' and students' self-reported experiences in Austrian CLIL classrooms with regard to the phenomenon of diversity and the pedagogical practices addressing it. This mixed-methods study used the research instruments (questionnaires, interview guides) developed in the ADiBE project. Three Viennese secondary schools with two classes each participated in the study. In total, 132 students answered the questionnaires. Six focus group interviews with 6–8 participants were conducted (one for each participating class). Teacher questionnaires were distributed in but also beyond the participating schools (N = 30), and eight teachers from the participating schools were interviewed. With regard to the phenomenon of diversity as such, our results suggest a system-inherent ambivalence between segregation and egalitarianism. Concerning pedagogical practices during CLIL lessons, such as language scaffolding, learner-centred design or use of German, the responses of students and teachers show that different aspects of classroom reality carry different weight with the two groups of participants. [ABSTRACT FROM AUTHOR]

Ethnonationalist separatist movements' visions for new states typically include protection of their ethnic languages in smaller independent states. However, they may not be successful in nurturing their territorial languages if they engage in nationbuilding based on the European nation-state model because this model itself is a major cause of linguistic discrimination. The author illustrates that newly emerged ethnostates can oppress indigenous minority languages and fall short of satisfactorily addressing the language issues of immigrants because of their narrow definitions of nationhood and national identity. The author shows these states can also undermine the very ethnic language that they claim to promote. This happens by devaluating "non-standard" varieties of the ethnic language and elevating the status of English over local languages as the language of science and learning. The author concludes that investment in nation-statism will not automatically lead to the creation of an anti-discriminatory educational system that is committed to protecting linguistic diversity. This takes the extra component of engagement with anti-discriminatory governance. [ABSTRACT FROM AUTHOR]

Policies restricting bilingual education have yielded to policy frameworks touting its benefits. This shift corresponds with evolving lines of debate, focusing now on how bilingual education can best support racialized bilingual learners. One element of this new debate is the perspective on language underlying curriculum in bilingual programs, with a focus on translanguaging– normalization of the language practices of bilingual communities and positing that bilinguals draw from a singular linguistic repertoire. This article examines initiatives undertaken in California between 2010 and 2019 using Critical Policy Analysis. The work highlights that while opportunities for translanguaging have arisen, tensions between heteroglossic perspectives and the impulses toward standardization and commodification of language undermine such possibilities, and that notable gaps remain between teacher preparation frameworks and intended pedagogical practice. [ABSTRACT FROM AUTHOR]

Although the number of multilingual (ML) students continues to rise nationally, little scholarly attention has been paid to the education of rural ML students and families. There is critical need to better understand who rural ML students are and how to align their linguistic knowledge and strengths with appropriate instructional practices. This article examines the current state of research on rural teacher education for ML students. It addresses two areas of the 10 research priorities articulated by the National Rural Education Association's (NREA) Research Agenda 2016–2021 and enhanced and extended in 2022–2027: building the capacity to meet the needs of diverse populations and teacher-leader preparation for rural schools. A search of four major research databases for work in this area revealed 27 empirical studies published between 2010 and 2022. Three main research categories emerged from the review: (1) six studies on the beliefs and perceptions of teachers on their education and preparation for rural MLs; (2) eight studies related to rural teacher identity and MLs; and (3) 13 studies on teacher leadership, professional development, and collaboration and partnerships for rural MLs. Implications and recommendations for future rural research on ML students in the United States are provided. [ABSTRACT FROM AUTHOR]

This special volume examines the role translanguaing has in teacher education. Authors explore how pre and inservice teachers enact translanguaging pedagogy in linguistically and culturally diverse K-12 classrooms and community settings. The special issue explores some of the current tensions and perspectives in the field of multilingual education and teacher education in ways that illuminate new ideas and offer new approaches associated with translanguaging. [ABSTRACT FROM AUTHOR]

Traversing metaphorical, literal, and epistemological borders everyday creates and produces new ways of being and knowing. These migrations have afforded many with ways to live in the in-betweenness of multiple languages, identities, and knowledges. In this conceptual essay, we focus on Gloria Anzaldúa's concept of geographies of selves to support ideas of translanguaging as a theory and pedagogy of linguistic embodiment. The body moves through space and time gathering information, knowledge, and wisdom to produce hybrid languages and culture and ultimately new knowledges. We specifically look towards the borderlands embodied experiences as central to new ways of understanding how bodies/identities express different realities and knowledges through language. We offer implications for Latinx pre-service education. [ABSTRACT FROM AUTHOR]

This article reports on the beginning of a new pan-European enterprise called pedagogical linguistics, which can be distinguished from related approaches on several grounds. Crucially, pedagogical linguistics centers on teaching structural properties of ‘language’, not just properties of specific languages. Although this crosslinguistic perspective on language is already part of language practitioners’ training, student teachers are often not able to draw the connection between formal linguistic training and their teaching in a multilingual classroom. Pedagogical linguistics addresses this lack of awareness and therefore aims at raising ‘linguistic’ awareness (in addition to language awareness) by highlighting the relevance of formal structural concepts for language pedagogy. [ABSTRACT FROM AUTHOR]

In this article we report on the dynamics of English‐medium instruction (EMI) in Singaporean higher education, where we describe the context of EMI with reference to the multilingual background and multilingual practices of university students in their educational as well as personal lives. Our study surveyed over one thousand students from Singapore's six main universities, where we investigated the multilingual backgrounds of students at these universities, their language practices, and their experience of EMI education. Whereas our previous research has focused on the language policies and practices in just one of Singapore's universities, this project surveyed language use in all six major universities. It is hoped that the report presented here will serve as a record of current practices, as well as a benchmark for future research. [ABSTRACT FROM AUTHOR]

This article reports on the investigation of English‐medium instruction (EMI) in Indonesian higher education. Two separate but related studies were carried out. In Phase One, a mixed method approach using a questionnaire and interviews was used at a private university in Jakarta in order to gauge the responses of undergraduates studying a range of subjects through English. The results of Phase One suggested that the students at this university generally had high levels of proficiency in English and coped rather well with EMI. Phase Two of the study involved interviewing 17 educators across multiple institutions, and the results of this provided a nuanced picture of the implementation of EMI in higher education across this diverse multilingual nation. [ABSTRACT FROM AUTHOR]

This article provides an extensive review of previous research on English‐medium instruction (EMI) in South Korean higher education. It then goes on to discuss the findings of a 2017 survey at four elite universities in South Korea, which were Seoul National University, Korea University, Yonsei University, and Korea Advanced Institute of Science and Technology (KAIST). While some of the results could be regarded as predictable, there were a number of findings which extended previous research. Despite the extensive complaint tradition about English in South Korea, many of the students in our sample rated their proficiency rather highly. Notwithstanding the extensive critiques of EMI in much of the previous literature, students typically displayed pragmatic and sometimes positive attitudes to dealing with EMI in their institutions. [ABSTRACT FROM AUTHOR]

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

In the field of applied linguistics, the use of multiple languages in educational settings has often been studied from a pedagogical perspective, focusing on teacher practices. In order for multilingual teaching pedagogies, such as translanguaging to reach their full potential, pupils should participate actively in classroom interaction and be stimulated to discuss different ideas, as in dialogic interaction (Alexander. 2008. Towards Dialogic Teaching: Rethinking Classroom Talk. Dialogos). The current study aims to explore multilingual pedagogical practices in primary education from an interactionist perspective and further develop a model of multilingual classroom interaction (Gajo and Berthoud. 2018. "Multilingual Interaction and Construction of Knowledge in Higher Education." International Journal of Bilingual Education and Bilingualism 21 (7): 853–866) based on empirical analyses. Whole class conversations taking place in three Dutch primary schools participating in an Educational Design Research programme were analysed using a mixed methods approach. The analyses demonstrate discourse practices largely in line with monologic interaction and a rather limited and only symbolic use of other languages than Dutch. We discuss the use of the model of multilingual classroom interaction in primary education on a micro-level and the possible relationship between the use of multilingualism and pupils' participation in classroom interaction. [ABSTRACT FROM AUTHOR]

Background: In recent years, scholars and educators have criticized exclusionary language ideologies and policies within international schools. International schools often emphasize proficiency in English as a language of power instead of valuing students' and teachers' dynamic multilingual practices. Focus of Study: Although oppressive language ideologies and policies in international schools are a central concern for critical education scholars, relatively little is known about international schools that are negotiating a shift toward more inclusive and equitable approaches. To understand the role of language ideologies and policies within an international school context, I examined the following research question: What language ideologies influence language policy creation and appropriation at Colegio Colombiano (CC)? Research Design: To answer this question and further understand the complex and shifting roles of language ideologies and policies within international schools, I conducted a case study at CC, an international school in Colombia. Data Collection: Through collaborative research with nine teachers, I examined how teachers engaged with more equitable approaches to multilingual education. I collected and analyzed various types of data, including school language policies, lesson and unit plans, classroom observations, teacher and student interviews, and a teacher questionnaire. Findings: Through analyzing the collected data, I found a spectrum of language ideologies and language policies, as many faculty demonstrated a significant shift away from oppressive and exclusionary language ideologies and language policies through an increasing recognition of Spanish. On the other hand, although explicit messages about English as superior were no longer officially promoted, colonialistic ideologies and policies persisted that valorized English, denigrated Spanish, and ignored other societal and home languages. To analyze these findings further, I critically examined the described spectrum of language ideologies and policies through Pennycook's (2000) framework of language ideologies. Conclusions: I conclude with key considerations for educators and researchers across diverse contexts as they critically reconsider and decolonize current approaches to multilingual education. [ABSTRACT FROM AUTHOR]

Multilingual digital storytelling (MDST) widens the interfaces between learner engagement, creativity and digital literacy, resulting as particularly beneficial for foreign language classes. However, thus far, little research has been conducted on MDST involving students with special educational needs. This report presents a pilot study of a nine-hour-workshop conducted with eight children aged 8 to 11, two with severe dyslexia and two with mild intellectual disability; among these, two were bilingual. The digital tool used for the workshop was Cos paces Edu, a VR-based program that allows students to create virtual environments that can be explored using cardboard headsets. Engagement in the activity, self-efficacy and interest in language learning were measured by means of a questionnaire adapted from Ahmad and Yamat (2020) which was administered at the beginning and at the end of the course. Results showed increase in all areas and more positive feelings related to foreign language learning after the MDST activity. [ABSTRACT FROM AUTHOR]

Research in science education with multilingual learners (MLs) has expanded rapidly. This rapid expansion can be situated within a larger dialogue about what it means to provide minoritized students with an equitable education. Whereas some conceptions of equity focus on ensuring all students have access to the knowledge, practices, and language normatively valued in K‐12 schools (equity as access), increasingly prominent conceptions focus on transforming those knowledge, practices, and language in ways that center minoritized students and their communities (equity as transformation). In this article, we argue that conceptions of equity provide a useful lens for understanding emerging research in science education with MLs and for charting a research agenda. We begin by tracing how conceptions of equity have evolved in parallel across STEM and multilingual education. Then, we provide an overview of recent developments from demographic, theoretical, and policy perspectives. In the context of these developments, we provide a conceptual synthesis of emerging research by our team of early‐career scholars in three areas: (a) learning, (b) assessment, and (c) teacher education. Within each area, we unpack the research efforts in terms of how they attend to equity as access while pushing toward equity as transformation. Finally, we propose a research agenda for science education with MLs that builds on and extends these efforts. We close by offering recommendations for making this research agenda coherent and impactful: (a) being explicit about our conceptions of equity, (b) paying attention to the interplay of structure and agency, and (c) promoting interdisciplinary collaboration. [ABSTRACT FROM AUTHOR]