This qualitative case study challenges monoglossic teaching practices in mainstream classrooms with emergent bilingual learners. I examine how pre-service teachers in a California teacher education course took up a culturally and linguistically sustaining pedagogy (CLSP) that centers students' identities, cultures, and language practices, as well…

In recent years, language portraits (LPs) have emerged as a valuable tool for visually representing multilingual learners' linguistic repertoires. However, previous studies have primarily relied on traditional methods of inviting participants to sketch their language portraits on paper using pens and crayons. In this paper, we propose the use of…

Incorporating students' home languages into the classroom is one powerful way to welcome and show immigrant students care. But what if teachers can't speak these languages? Sharing findings from a collaborative educational ethnography in a large urban ESL program in the U.S., this article offers a framework that new and practicing teachers can use…

While translanguaging has gained increasing recognition as a multiliteracy pedagogy in English-medium instruction (EMI) education, research exploring its implementation in STEM classroom contexts remains limited. Furthermore, the interplay of EMI teachers' professional identities and their instructional strategies has received little attention.…

A new "bilingual/plurilingual education renaissance" in California was ushered in with the passage of state Proposition 58 in 2016. Program planners, however, have struggled to meet the need for bilingual/plurilingual teachers within a linguistic context ravaged by two decades of restrictive policies. This restrictionism has resulted in…

Prior research in Applied Linguistics has explored how teachers mobilise diverse resources in order to make connections between the students' out-of-school knowledge and experiences and the abstract content knowledge. Nevertheless, how teachers can transcend the boundaries of disciplinary knowledge by incorporating relevant content knowledge from…

This paper draws on an intervention study focussing on translanguaging pedagogies. The study was carried out in 2020-2022 in collaboration with principals and teachers at one school located in a socioeconomic disadvantaged area in Sweden. Drawing on teachers' logbooks, the aim was to investigate in what ways the theoretical concept of…

A key pedagogical goal in any classroom is to engage students in learning. This study examines how an English-Medium-Instruction (EMI) teacher employs available resources to engage his students in the classroom for promoting participation, keeping the lesson moving forward and meeting the pedagogical goals. The data for this study is based on a…

In this paper, we present a research approach that makes visible how young children in Chinese immigrant families muster their multilingual, multimodal and multisemiotic repertoires as they interact with distant family and friends on social media. The approach brings multimodal social semiotics into conversation with translanguaging to…

Informed by a combined framework of 'translanguaging' and 'epistemic injustice', this paper examines how a group of teachers and students from diverse linguistic and cultural backgrounds negotiated their knowledge participation through translanguaging in an English medium instruction (EMI) degree program at a Chinese university. Data were…

The use of machine translation is increasingly prevalent in language education and social communication. This study explored how multilingual pupils who are learning English as an additional language (EAL) use machine translation within their formal education and everyday lives. A translanguaging framework was employed to understand the ways in…

In this article, we present a research study with a group of newcomer and refugee learners who have resettled in the Niagara region in Canada to create new lives. Over the course of four months, we came to know the stories of fifteen adult language learners, and we witnessed their steady induction, acceptance and enjoyment of multimodal…

Most U.S. educational reforms have narrowly focused on how to improve the ways in which students use language, and most specifically English. But in the last two decades, it is something called "academic language" that has permeated all education discourse. Here we discuss the development of the construct of academic language and the…

Field placement allows pre-service teachers (PSTs) to gain experience teaching culturally and linguistically diverse students. However, little is known about how PSTs engage with multilingualism during field placement. This article investigates how PSTs capitalise on their own as well as their students' linguistic repertoires during field…

We identify contributions in this special issue in terms of two essential ways of threading systemic change for language equity in schools: theories/concepts from school governance down to classroom practice, and values/morals from practical realities in classrooms up. We characterize 'language equity' as a sense of belonging and meaningful…