In this conceptual article, the authors introduce the Translanguaging Framework for Deaf Education (TFDE), drawing upon two perspectives on language and learning: crip linguistics and critical translanguaging space. The TFDE is a retheorization of the Language Zone, a pedagogical framework for supporting language learning in deaf education, and is…

The 2025 Central States Conference on the Teaching of Foreign Languages was held in Kansas City, Missouri on March 13-15. This year's theme, "Global Goals, Global Languages," highlighted the partnership of the United Nations' 17 Sustainable Development Goals (Global Goals) and language curricula. The Global Goals were created to address…

Teacher-researcher collaborative inquiry helps illuminate contextual demands and affordances of teaching and learning and how they shape and inform theory and practice. Elaborating on a university-school study in a Mandarin-English dual language bilingual education (DLBE) programme in the U.S., we examine how the researcher worked alongside a…

After the COVID-19 pandemic outbreak, the disruption of in-person schooling has significantly affected many students including emergent bilingual students. Designed as an ethnographic study, this research study examines two Spanish-English dual language bilingual education teachers' implementation of translanguaging pedagogies and language…

Although calls for responding to migration-related diversity in education are not novel, few studies have examined linguistic and affective outcomes of diversity-sensitive approaches for vocabulary teaching. This article reports on an intervention study in which beginner English-foreign-language learners (N = 51, M[subscript age] = 8.67 years)…

This research aims to investigate the impact of total physical response-storytelling (TPRS) and grammar-translation (G-T) methods on the elementary school third grade students' acquisition of English vocabulary and the views of elementary school third grade students on these methods. In this embedded mixed-methods study, the data were collected…

Research has shown that a profound place value understanding is crucial for success in learning mathematics. At the same time, a substantial number of students struggles with developing a sustainable place value understanding. In this regard, two aspects of the place value system appear especially relevant: First, the knowledge of the decimal…

While helping students develop informed views about nature of scientific inquiry (VNOSI) has been emphasised in science education, little is known regarding students' current VNOSI at a certain grade level and whether there was evidence of higher attainment of VNOSI in students in higher grades as compared to lower grades? The purpose of this…

Providing first language (L1) translations in L2 vocabulary interventions may be beneficial for L2 vocabulary learning. However, in linguistically diverse L2 classrooms, teachers cannot provide L1 translations to all children. Social robots do offer such opportunities, as they can be programmed to speak any combination of languages. This study…

There is an urgent need for more ethical and equitable approaches to reading instruction for young emergent bilingual children in English medium classrooms. Translanguaging pedagogies are one approach that may address this issue as they encourage emergent bilinguals to use all of their linguistic and semiotic resources during reading. This study…

This descriptive observational study examined the implementation of Mother Tongue-Based Multilingual Education (MTB MLE) language policy to the classroom practices of a grade three multilingual classroom in the Philippines. The constructive alignment of the said language policy implementation was evaluated in terms of: (1) Mother Tongue (MT) as a…

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…

This study explores the cross-linguistic reading strategies that 16 Grade 3-4 French immersion pupils schooled in Saskatchewan used while reading two types of dual-language children's books: translated and integrated. In the first type, the same text appears in both French and English, whereas in the second one, English and French are integrated…

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,…

The role of students' first language(s) in foreign language classrooms has been hotly debated in the last decades. Although this line of research has advanced our understanding of language choice in the L2 classroom, it has mostly dealt with adolescent and adult learners. From a contextual perspective, then, more micro-analytic research that…