We present a description and an analysis of three related language games in Africa's Gulf of Guinea: Fa d'Ambô's Fa do Vesu, Lung'Ie's Faa di Vesu, and São Tomé and Príncipe Portuguese's P-language. We show how these language games can be used to investigate the linguistic features of their main languages and as learning resources for second…

This paper examines how language-based artificial intelligence is envisaged to imagine new futures for indigenous languages. It draws on the visions, programmes, and plans of six language initiatives that are developing language technology for often-marginalised indigenous, tribal, and minority (ITM) languages, such as Gondi, Maithili, Rajasthani…

This article builds on García, Johnson, and Seltzer's (2017) concept of a translanguaging stance and lays out three of its interrelated elements--the personal, the political, and the pedagogical--that can position teachers of English to disrupt oppressive language ideologies. To move from an overemphasis on "practice" toward a focus on…

In 1981, Sweden was the first country in the world to entitle deaf pupils to a bimodal-bilingual education. However, drawing from interviews with key past Stockholm teacher trainers and on our own efforts to update teacher training, we note that sign-bilingual teacher training in Sweden has been ad hoc to this day. The interviewees' accounts…

In Scandinavia, plurilingualism has been embraced as an important goal in language curricula. However, research shows that teachers struggle to understand what plurilingualism is and how it can be implemented. To address this lack of clarity, we analysed the curricula for the three main language subjects of schooling in Denmark, Norway, and Sweden…

The term translanguaging goes back more than a quarter-century, originating in the domain of the teaching of Welsh, but it has over the years developed a wide variety of usages. While translanguaging is claimed to have advantages over other language education models, many of its new interpretations, which take it some distance from its original…

In this article, we address the epistemological conflict inherent in the relationship between named languages and translanguaging theory. Following with interest Turnbull's (2016) reframing of foreign language education as bilingual education and García's (2017) response, we see the logic of this reframing, but we also acknowledge García's concern…

There is a relationship between language and the environment. Languages shape worldviews, inform behaviours, and are not disconnected from local political, sociocultural, and ecological contexts. English has an enduring colonial, imperialist, and assimilationist legacy and can be easily delinked from context, culture, and place. In this article,…

Translanguaging and plurilingual approaches in English Language Education (ELE) have been important for envisaging more equitable language education. However, the languages implemented in translanguaging or plurilingual classrooms predominantly reflect the knowledge and belief systems of dominant, nation-state, "official", and/or…

The CEFR was conceived as part of the Council of Europe's project 'Language Learning for European Citizenship'. The social and political context out of which this project grew has often been lost from view. This is perhaps due to the success of the CEFR not only within Europe but also worldwide. That success is largely due to the quality of the…

Uzbekistan is a multinational country where the Uzbek language remains the only official language within the country. While historically the Russian language has served the function of a "lingua franca" for ethnic minorities, and was often viewed as a second "mother tongue" within Uzbekistan, its status appears to be declining…

Insights into Language Education Policies is of particular interest to academic researchers, policymakers, and teaching professionals interested in language education. It aims to provide the reader with critical insights into language education policies in diverse countries around the world. The chapters examine from different perspectives (for…

This paper problematizes the English-dominant ideology that underlies the American educational system and discusses how to disrupt this English-dominant norm both in the classroom and within ourselves. The paper problematizes the dominate use of English in the curriculum, and it provides a call to action of how to disrupt this English-dominant…

This conceptual paper aims to review some commonalities between two paradigms: Global Englishes and translanguaging. It does so by considering the postcolonial varieties of English, the challenge of native speakerism ideology and the inclusion of multiple discursive practices in classroom discourse. This paper argues that both paradigms should be…

Whether second language (L2) teaching contributes to the enslavement or empowerment of learners has become a branch in Teaching English to Speakers of Other Languages research. More and more discussions are emerging, and they tend to base on more and more diverse theoretical frameworks. This article aims to shed light on this issue by exploring it…