Drawing on in-depth qualitative interviews, we examine Spanish language instructors' interpretation and appropriation of gender-inclusive language (GIL) policy at a U.S. university. Policy appropriation is represented as a spectrum with varying degrees of policy rejection, avoidance, and engagement across and within participants. Policy rejection…

This paper reports on the family language policy (FLP) of three families in a Nahuatl community in Mexico. It investigates the role of: (1) parental experiences, beliefs, attitudes and expectations; (2) child practices; and (3) broader societal attitudes in shaping these policies. Drawing on survey and interview data, the study points to a tension…

The study compares the uses of the native-speaker concept as a legitimizing resource in language-standard ideologies and normative discourse in five languages of European origin. Much research and international discussion has focused on the native speaker of English, a symbolically international language. We aim to show how the native-speaker…

This longitudinal study draws on family language policy (FLP) research to examine a group of Chinese parents' ideological beliefs, practices, and management efforts related to their children's learning of multiple languages, including Chinese, English, and Spanish in an international boarding school in China. Based on data analysis, including…

In contrast to the waning interest in learning languages other than English (LOTEs) worldwide, mainland China is pursuing to diversify LOTE education because of the 'Belt and Road Initiative.' In response to language policy shifts, individual stakeholders in local contexts such as universities have to take actions to initiate LOTE programs or…