This editorial explores the intersection of equity and validity in language assessment, focusing on language-minoritized test-takers. Recognizing that tests often perpetuate inequitable power dynamics, our special issue, 'Equity Orientations for Validity Frameworks: Exploring the Intersections of Language and Assessment for Language-Minoritized…

Navigating support and seeking resources to support children and young people with additional learning needs (ALN) can be a challenge, but for those receiving state-funded education, the barriers to ensuring effective provision can be further compounded. This paper explores the challenges faced in Welsh-medium education by the hegemonic discourses…

Recent demographic changes in the United States have shown that we live in a multicultural society. However, for some reason, colleges and universities are still floundering in mediocrity when it comes to multiculturalism. What we see in higher education is multiculturalism that is fraudulent and unaccountable and the fact that individuals from…

Drawing on the perspective of decolonizing methodology, this paper problematises the conventional interview technique of avoiding yes-or-no questions introduced by handbooks of research methods in applied linguistics. By demonstrating how this interview technique was found unsuitable in the first author's ethnographic study of multilingualism with…

AI potential to recolonise language practices by reproducing existing marginalisations in novel ways has already instilled fears of a 'contemporary dystopia' (Miras et al., 2022) -- a space of cultural and linguistic erasure. Accents represent a distinctive aspect of language practice associated with one's sociocultural, and ethno-racial…

Educational policies and practices in the current age of heightened globalization are increasingly grounded on unjust binary curriculum approaches that favor educational designs from Minority-World countries at the expense of epistemologies of indigenous people in Majority-World nations that are typically deemed culturally inferior (Gupta, 2015).…

Indigenous language rights and identity practices are marginalised in education, bringing a need for mainstream educators to understand and respect Indigenous ways of knowing, being, and sharing knowledge. Engaging elementary students (ages 4.5 to 12 years), the cross-cultural participatory research was conducted for three years to understand…

Despite growing attention paid to the language ideologies of teachers as actors in bilingualism or multilingualism studies, little research has examined whether and how power dynamics between majority and minority languages play a role in the promulgation of a majority language to ethnic minority learners of that majority language. This paper…

The objective of the study is to explore the possibilities of pedagogical translanguaging as a strategy to develop critical language awareness among a group of primary school students from the Basque Autonomous Community (Spain). The study is part of a broader ethnographically based research project, which was developed over two school years in…

Drawing from humanizing pedagogies (Bartolome, 1994; del Carmen Salazar; Freire & Ramos, 1993) and humanizing research (Paris & Winn, 2013), in this article I propose an approach to "humanizing assessment" that begins with the position that inclusive and equitable educational opportunities and assessment practices that meet the…