It is increasingly recognized that agency plays an essential role in shaping language-in-education policy (LEP) and influencing the learning process. Research on agency has not yet adequately engaged with the field of heritage education and maintenance in diasporas. Drawing on Shohamy's and Bonacina-Pugh's conceptualization of declared, perceived,…

Due to modernisation and Englishisation in Bahrain, noticeably different types of bilingual and bicultural experiences exist, especially among the youth. Recently, the rise of Chinese education policies in the region raises the question of how it might alter the local linguistic market and the forms of capital within it. Applying a…

English learners (ELs) are students whose primary language is not English and are eligible for English language development services through the Transitional Bilingual Instruction Program (TBIP). Eligible ELs receive TBIP services until they become proficient in English. During the 2017-2018 school year, 136,357 students were identified as ELs, a…

In content and language integrated learning (CLIL) classrooms, it is assumed that non-language content subjects provide more authentic communicative contexts for students to learn a foreign/second/additional language (L2). However, learning abstract concepts and academic language in an L2 simultaneously is also challenging for CLIL students. It is…

There is still debate regarding what constitutes an international school and how it should be defined. A number of definitions and typologies of international schools have been put forward. Arguably, the most influential has been Hayden and Thompson (2013) typology of international schools. "Type-A" or "traditional international…

One Mandarin immersion programming model involves a pair of partner teachers switching cohorts of students. Many programs meet their staffing needs with international teachers that remain with the school district for 1-3 years. Due to transient staffing, many partner teachers find themselves as mentors to their immersion teachers and maintain the…

Although Singapore schools are English-medium, Mandarin is a compulsory subject for students of Chinese heritage. As young Singaporeans increasingly speak English at home, the required study of Mandarin has become a source of anxiety for families. Mandarin 'enrichment centers', which provide supplementary language classes, leverage this anxiety in…

Against the backdrop of the increasing disparities in urban and rural areas in China nowadays, this qualitative study explores trilingual education in the Inner Mongolia Autonomous Region (IMAR), with a focus on the Mongolian language programme. Through a field trip to five primary and secondary schools, interviews and class observations reveal…

In this article, we apply Ruiz's language-as-resource orientation to three international settings: Taiwan, Pakistan, and mainland China. Our guiding question was how different languages (indigenous languages, Chinese, and English) were positioned differently as resources in these contexts. For our analysis, we used Lo Bianco's (2001) elaboration…

The term 'CLIL' has been used in Australia for over a decade, and the approach has helped to invigorate languages education in both primary and secondary schools. In particular, the flexibility of CLIL has led to a range of teachers accessing CLIL training: from teachers in structured programs where schools have committed to organisational change,…

This paper presents the Sichuan case study: Badi Primary School, a semi-agro-pastoral town primary school in Danba County of Ganzi Tibetan Autonomous Prefecture in Sichuan Province. Section 1 introduces the context of the town and the school. This is done by analyzing discourses of education policy in the town and the school. Through this analysis…

Since the introduction of the Chinese colonial education system into Tibet in the 1960s, the Tibetan language has been caught in the crossfire. Because of Tibetan language's perceived strong relationship with national identity and its alleged separatist implications, the Chinese leadership has always maintained an uneasy and sceptical outlook on…

English learners (ELs) are students whose primary language is not English and are eligible for English language development services through the Transitional Bilingual Instruction Program (TBIP). Washington state's TBIP has existed since the passage of Senate Bill 2149 in 1979, and is codified in the Revised Code of Washington (RCW) Chapter…

English learners (ELs) are students whose primary language is not English and are eligible for English language development services through the Transitional Bilingual Instruction Program (TBIP). Washington state's TBIP has existed since the passage of Senate Bill 2149 in 1979, and is codified in the Revised Code of Washington (RCW) Chapter…

There is a trend towards the shift of the Uyghur language as the language of instruction in schools in the Xinjiang Uyghur Autonomous Region of China. This article presents several examples of such a shift first and then it reviews the concept of language rights (LR) and applies them to the current situation of the Uyghur language in education…