This study aims to develop a CRET (culturally responsive English teaching) model using development studies consisting of a preliminary design and formative evaluation. Two English teachers and 33 fifth graders from Medan primary schools in Indonesia participated in the study. Classroom observation, semi-structured interviews, reflective journals,…

This study investigated the relations between bilingual students' amount of talk during classroom discussion, motivation, and self-reported bi-literacy skills (i.e. reading, writing skills in their native and school languages). Sixth-grade Spanish-English bilinguals in the United States (N = 121; M age = 12.119 years old; SD = 0.358) reported on…

Framed by decolonial theory, this paper explores how language and literacy ideologies, including Anglonormativity, or the expectation that children should be proficient in a standardised version of English and are deficient if not, shape language and literacy practices in South African classrooms. While not legitimised, the use of fluid language…

All learners bring ideas about science phenomena to classroom learning, including formative assessment tasks. Educators and scholars have long been interested in making school science, including assessment, more equitable and culturally meaningful for (bi)multilingual learners. Translanguaging is increasingly seen as an important assessment design…

This article is aimed to demonstrate how language policy at the local school level may create space for translanguaging. Focus is on a Mother Tongue (MT) classroom for Somali in a primary school in Sweden by way of an analysis of layers of language policy, with focus on spatial aspects. The empirical material consists of policy documents,…

In spite of the fact that increased transnational flows of people have altered the social, cultural, and linguistic landscape, education in Zimbabwe still follows a monolingual trajectory. The use of a language of instruction different from the students' home language has been identified as the major factor in students' academic underachievement.…

Research suggests that translanguaging can be transformative for teaching and learning by making students' diverse linguistic resources a meaningful part of classroom discourse. Building on this study, researchers have explored how translanguaging practices can support learning in STEM (science, technology, engineering, and mathematics), primarily…

This case study investigated the practiced language policies of a French elementary school educator, Catherine, as she implemented the French National Cycle of instruction for the early elementary grades with a culturally and linguistically diverse (CLD) class of students. The findings revealed that macro-level policies--such as curriculum and…

This paper presents an ethnographic study analyzing the influence of students' social backgrounds on students' entitlement and agency in relation to floor rights. Classroom interactions were video-recorded, and interviews were conducted in a socially diverse fifth-grade in Israel. Descriptive statistics and micro-analyses of participation patterns…

This paper shall describe the bridging strategies used by Grades 3 and 4 English teachers from schools in two regions in the Philippines to help their multilingual students transition from using the mother tongue as medium of instruction in the different subject areas to using English in the English classroom. Data were obtained through…

Translanguaging offers a new perspective on language learning by affirming and leveraging the diverse language practices that make up learners' unitary language repertoire as resources for their learning. Despite the potential pedagogical benefits of translanguaging, English-only policies are still prevalent in many language classrooms. Even when…

This article reports on the outcome of utilising a multilingual strategy that promotes translanguaging to support primary grade learners and the enablers and constraints of the implementation of such strategies. Purposive sampling was used to select two schools. Grade 5 and 6 learners (N = 162) and their teachers (N = 3) participated in the study.…

This paper reports findings of a project on pedagogical translanguaging (PTL) among 128 fourth-grade students learning English as a foreign language (EFL) in German primary schools. Over a period of six months, 20% of lesson time in EFL classes was devoted to multilingualism involving students' minority languages. In a control group pre-post-test…

What purposes might literary translation serve in the K-12 classroom? In this article, I use practitioner research to explore a heritage language poetry translation project I taught with third and fourth grade multi- and monolingual students in a suburban independent school. Students interviewed family members about their heritage languages,…

In primary-level German writing instruction, spelling discussions (German: "Rechtschreibgespräche") have become a well-established interactional method of teaching orthography, prompting the children to exchange their hypotheses about orthographic features of written words. Focusing on spellings of ambisyllabic consonants, this…