Singapore is an ethnically, linguistically, and culturally diverse nation-state that has always practiced deliberate language policy and planning. The bilingual education policy, introduced shortly after the young nation's independence has led to the emergence of English-knowing bilinguals who are proficient in both English and their ethnically…

Given the need to explore the nature of language teacher educator (LTE) identities, this duoethnography centers the identity journeys of three language teacher educators--Lu, Yuseva, and Zhenjie--as they evolved together and in dialogue with their advisor, Francis. To this end, they began with the central identity task, the Language Use…

In this study the author combines translingualism and raciolinguistic perspectives to analyze the language ideologies and idealized listening/reading subject positions that undergird discourses on English language teaching in Pakistan. Drawing on data from national policy documents, the national curriculum for English, and English proficiency…

Research indicates that dialogic teaching promotes students content understanding, learning engagement, and democratic participation in classroom discussion. However, dialogic teaching is often misconstrued as a challenge for multilingual learners because there is a tendency to view them as lacking English language proficiency for sustained…

Advocacy is widely expected of teachers working with multilingual learners (MLs) and is included in TESOL standards and teacher education scholarship. Recent research on language teacher advocacy demonstrates the importance and necessity of advocacy for MLs and their families. However, few studies document how teachers collaboratively advocate for…

The use of linguistic landscapes (LLs) to expand the respect for and knowledge of minoritized language use has extended into classroom practice and teacher preparation. Nuanced racialized understandings of language that include multimodal and multilingual realities, however, complicate the potential for educators to make sense of the language they…

Providing instruction in a student's home language through bilingual education has proven to be academically beneficial for multilingual learners (MLLs). The present study contributes to this literature by examining the possibilities and limits of a professional development program (Mathematics and Language Literacy Integration [MALLI] in Dual…

This article illustrates how science teachers can build upon the spatial repertoire within sheltered English instruction to support multilingual learners (MLs). Specifically, this work explores how multiple modalities within a secondary marine biology classroom can be leveraged for instruction to support language and content learning, as well as…

This conceptual article discusses how a digital storytelling (DS) project encouraged inner, interpersonal, and intergroup peacebuilding between members of one Midwestern community in the United States. The article reports on a DS project where (1) multilingual participants explored themes of multilingualism and migration as they produced DS in a…

Contrary to prevailing research on willingness to communicate (WTC) which treats spoken second language (L2) as the predominant indicator of WTC, this study examines a young English as a second language (ESL) learner's WTC expressed through multimodal means and her utilization of multimodal and multilingual resources for mediating WTC in…

Multilingual education and acculturation research share a parallel history of problematic research paradigms that center the majority viewpoint and view minorities through a lens of deficit. This continual pathology of cultural difference has led to the pathologization of minority individuals, and has hampered our efforts to effectively understand…

Traditionally, in U.S. K-12 schools, inclusive education has been used in the context of students with disabilities participating in the general content area or the mainstream classroom together with their peers. We redefine inclusive education (and subsequently inclusive teacher education) to refer to teaching all students, including multilingual…

This article describes a project for a university course on teaching language and literacy through a translanguaging lens. Through this project, preservice teachers (PSTs) were invited to design a "Virtual Classroom Tour" for a new multilingual learner (ML). The resulting multilingual, multimodal classroom tours became reflections of…

Academic English has drawn criticism for its hegemonic status, and its dominance and legitimization as an "appropriate" language variety within academic and mainstream discourse communities have been problematized for stigmatizing home languages and dialects of multilingual and multidialectal students. However, students' proficiency in…

The discipline of science provides rich opportunities for language development as students engage collaboratively to investigate and make sense of compelling phenomena. Drawing from a design research study conducted in fifth grade classrooms, we describe how teachers can support emergent multilingual students' participation in science discourse.…