ESL teachers play important roles in teaching English and cultural orientation to immigrants coming to the US. They serve a variety of people residing legally within the United States such as permanent residents, refugees, migrant workers, asylees, parolees, and some citizens and international students. They also serve undocumented immigrants.…

This qualitative study investigates the effects of a publication limit policy on the research productivity and academic freedom of Vietnamese English as a Foreign Language (EFL) lecturers. Amidst growing concerns over research quality and output, the Vietnamese academic sector has implemented a policy restricting the number of publications an…

The authors present findings that emphasize a need for trauma-informed policy to mitigate vicarious trauma transmission for teachers who work in English language learning (ELL) classrooms. Qualitative data was collected from 10 stakeholders in Canada using an interpretive-phenomenological methodology. Findings assisted to better understand the…

This qualitative study explores intersections between U.S. language policies (federal and state-level) and instructional practice in early childhood settings for multilingual learners (MLs). We draw on the theoretical framework of culturally sustaining pedagogy to engage in a critical content analysis of U.S. federal and state-level policy from…

Beginning in April 2020, the Japanese government continued its English education language policy reform by introducing foreign language instruction as an academic subject for Grade 5 and Grade 6 students. The purpose of this study was to investigate how stakeholders across the education system have contended with policy creation, policy…

This study explores how ICT policies assign positions and digital teacher identities to educators in under-resourced contexts. It examines implications of such positioning on the training of technology -- using language teachers in Rwanda by using positioning theory to analyse positions and identities assigned to teachers in 10 ICT policy and…

The teaching of native languages is seen as being key to the development of cognitive skills, better academic performance in early grades and a resource for linguistic (re)vitalization and cultural revival. This study examines the institutional challenges in teaching and learning native languages in Pakistan. The study uses teachers' agency…

While it is nationally recognized that there is a high need for teachers, particularly those of diverse backgrounds and with ESL/bilingual certifications, barriers to certification continue to exist for undocumented individuals. Within the state of New Jersey, these barriers mirror the national limitations. Although New Jersey has made efforts to…

This case study reports how three high-school teachers from two state schools in Colombia enacted the National English Suggested Curriculum by the Ministry of Education. The teachers' trajectories of action were analyzed through semi-structured interviews, teachers' narratives, and lesson observations. Using the ecological model of agency as a…

This policy analysis will explore the prevalence and purpose of compulsory practical English courses for students across all faculties in universities in Japan. Special attention will be given to English courses taught in two non-English major colleges within a large private Japanese university in Western Japan, which since their inception have…

English learners (ELs) represent a growing share of the student population in the United States, yet are often sidelined in federal education policy discussions. At present, an uneven approach has yielded sharp differences in ELs' educational experiences, with some states prioritizing bilingual education models and others emphasizing…

This study aims to set directions for policy formulation on the integration of critical thinking (CT) in English for seventh grade students in Philippine public schools. Mixed methods were employed to analyze and compare quantitative and qualitative data regarding beliefs and practices of teachers with reference to integrating CT into teaching…

It is increasingly recognized that agency plays an essential role in shaping language-in-education policy (LEP) and influencing the learning process. Research on agency has not yet adequately engaged with the field of heritage education and maintenance in diasporas. Drawing on Shohamy's and Bonacina-Pugh's conceptualization of declared, perceived,…

This study analyzes the programs and policies for Spanish heritage language (SHL) students in Iowa high schools. Previous research suggests that SHL students do not enjoy equitable educational experiences in Spanish language classrooms, which are often taught by and designed for traditional second language learners. In US states like Iowa, there…

This study problematizes English language teaching departments (ELT) in Turkey that have ignored the importance of radical pedagogy, the history of British colonialism and neoliberalism in the curriculum because Orientalist, Occidentalist and neoliberal discourses have led to the exclusion of critical discourses in ELT in Turkey. Therefore, the…