With increased linguistic diversity in schools, it is paramount that initial teacher education and training (ITET) develops linguistically responsive teachers who can confidently work in the complex language ecologies characterising today's multilingual classrooms. We argue that to achieve this aim, all future teachers should be given…

Even though recent research has shown how mediatized discourses and institutional discourses rescale shifting portraits of authentic and inauthentic multilinguals, little research has focused on the dynamic processes through which individuals as social agents have been actively engaged in this reflexive process. Focusing on the increasingly…

This study investigates the subjectivities of tertiary students in the Guangxi Zhuang Autonomous Region (GZAR) of the People's Republic of China. Specifically, we investigate self-reported language practices and attitudes in relation to identities in a language ecology with three prominent languages (Zhuang, Standard Chinese [Putonghua], and…

Although the United States has a population with diverse linguistic and cultural backgrounds, multilingual education has been greatly influenced by monolingual and raciolinguistic ideologies (Flores & Rosa, 2019; Garcia, 2014; Ruiz, 1984). With world language enrollment continuing to decline (Lusin et al., 2023), investigation of the lived…

Increasing numbers of Chinese students are pursuing graduate degrees in Catalonia. Although highly proficient in both Castilian and English when they arrive, they find themselves in a bilingual society where Catalan, not Castilian, predominates both at universities and in the broader social context. Acquiring Catalan is hence important for both…

Adopting the notions of "identity," "investment" and "translocal scale," this study explores how international students negotiate language choices with multilingual others and construct new sociolinguistic spaces. Interview data with 12 international students at a Chinese university revealed tensions between language…

From an ecolinguistic perspective, this paper investigates the connection between multilingual environments and Cantonese English identity in the Greater Bay Area through questionnaires and interviews. The findings reveal the following: (1) Affective and behavioural indicators of self-identity varied significantly among different majors, as well…

Increased global migration and a myriad of other social and political factors has made today's universities more diverse than ever. As a result, teachers in higher education regularly find multilingual learners from a variety of different linguistic and cultural backgrounds in their classrooms and must consider this diversity in their teaching.…

This article explores the identity-related experiences of three multilingual international students at a university in Canada. Multilingual international students who speak English as an additional language (EAL) are traditionally referred to as English as a second language (ESL) students. This ESL identity category can negatively impact the…

This study examined general education teacher candidates (TCs)'s PK of translanguaging and how it shaped their professional identity. Adopting the reflective framework, data were triangulated and included the TCs' responses from: (1) two reflective assignments; (2) a class assignment; and (3) video transcripts of a final self-assessment. The…

Language-specific (i.e. the ideal L2 self) and plurilingual selves are now at the forefront of scholarly inquiry in L2 motivation research. Yet, there is a lack of empirical studies examining how language learners reframe their sense of self as speakers of an L2. This study draws on a questionnaire (N = 162) and on semi-structured interviews (N =…

Plurilingualism has populated the intersection of theory and pedagogy with practices that support the inclusion of diverse linguistic and cultural identities in language education. In some educational contexts, such as English for Academic Purposes (EAP), plurilingual practices can be met with resistance due to systemic target-language-only…

To date the research narrative about L2 identities has been dominated by studies on English language learning in the Anglosphere and very little existing empirical work situates the Global South as a point of departure to explore aspirations for learning languages other than English amongst international students and migrants. This article adopts…

College programs in English for academic purposes (EAP) continue to use deficit "native/nonnative" labels despite a well established academic discourse (Yazan & Rudolph, 2018) that successfully critiques these constructs as being counter to the values of equity, diversity, and inclusion espoused by most higher education institutions.…

Teacher educators have been reimagining ways to train pre-service teachers with the necessary background knowledge, methodological tools, and skills to address the growing needs of multilingual and multicultural classrooms (Carter Andrews, 2021; Cochran-Smith, 2003; Li & Sah, 2020). As classrooms grow in cultural and linguistic diversity…