This research sits within the wider field of emergent research considering how foreign nationals experience ESOL education in England, exploring how these particular experiences are understood through a gendered lens. It identifies how women from different ethnicities have varied experiences and opinions on equal access to ESOL provision. In…

This exploratory study evaluated the impact of a Spanish second language (L2) domestic immersion (DI) program that was developed expediently at a large university in the United States in response to widespread study abroad (SA) program closures due to COVID-19. Spanish language learners (n = 14) participated in an intensive, six-week summer…

This article discusses the validity of the bonus for languages other than English (known as the Language Bonus) established in Australia to boost participation in language education. In subjecting this incentive plan to empirical investigation, we not only address a gap in the literature, but also continue the discussion on how to ensure that the…

The purpose of the paper is to shed light on potential driving forces that guide principals' decisions on how to implement language policies in their schools in Kazan, Russia. Kazan is the capital of Tatarstan and home for the second biggest ethnic group in Russia, called Tatars, whose native language proficiency is gradually declining. After…