This study enlists a transformative approach to mixed methods research in order to problematize what different methods can offer for expanding understandings of educator language attitudes and ideologies. Analyses consider Likert-scale survey responses and linguistic autobiography data from a sociolinguistics course in an online Educating…

Research suggests that in linguistically and socially diverse classrooms, teachers should draw on their students' multilingual repertoires. Although several approaches to use students' home languages exist, the accessibility of this knowledge among teachers is still limited. Recently, a holistic approach has been put forward to address the needs…

This article is about language corrections in Israeli Hebrew-speaking primary classrooms. The ideological significance of language corrections, particularly within the highly contested context of Israeli society and Modern Hebrew, underlies the current study. Teachers in Israeli, Hebrew-speaking classes were found to frequently correct not only…

Canada has been largely relying on immigration for population growth. Consequently, early childhood education (ECE) programs in Canadian cities are becoming increasingly linguistically and culturally diverse. Yet, few studies have explored the experiences of immigrant families in ECE programs. This study explores the perspectives and experiences…

Few studies have investigated the discourses and ideologies around parents' enrollment decisions in Chinese-English immersion contexts, and how these discourses and ideologies affect their involvement with their children' bi/multilingual development. Conducted in a K-5 50/50 one-way Mandarin immersion school, this paper focuses on ethnographic…

Pre-service teachers need support in developing their teacher identities as they navigate the uncertain and complex terrain of student teaching and face the pressures of high-stakes accountability. This support is particularly important for bilingual pre-service teachers as they negotiate the many complexities of the bilingual classroom, and as…

Research in educational linguistics is now challenging the efficacy of monolingual approaches that often dominate educational practices in multilingual settings. In most African nations where multilingualism is the norm, there remains a persistent reluctance by educational stakeholders (principals, teachers, parents, and students) to embrace…

Much of the debate regarding outcomes of various types of dual-language programs has focused on linguistic and academic results, and with good reason: improving the educational outcomes of language minorities and supporting societal multilingualism are vital goals. More rarely explored, however, are these programs' ethnolinguistic outcomes: the…

This article is informed by van Lier's ecological approach to linguistics in considering the affordances Korean-born students perceived in using Korean or English language in an Aotearoa New Zealand high school setting. Here, I regard affordances as the students' perceptions of their languages as linguistic resources enabling them to act, or…

This paper reports on the classroom languaging practices of a group of science teachers in rural and township schools in South Africa where the majority of learners learn through the medium of English, despite the fact that it is the home language of only a small minority; and learners' poor English proficiency frequently restricts their access to…