Background: The article critiques the monoglossic ideologies that dominate current educational practices in South Africa, which often marginalise indigenous African languages and fail to facilitate the dynamic multilingual realities of learners. It examines the impact of English language pedagogies in multilingual settings, particularly in South…

This study analyzes the impact that U.S. curricula have on Mexican transnational returnees. Specifically, this article focuses on the ideological development of the army and imperialism promoted in U.S. schools among Mexican populations. Using a framework that combines critical literacies, transnationalism, and Bourdieu's concepts of…

This article investigates to what extent spaces created in the language introduction programme (LIP) in Upper Secondary School in Sweden close or open up for students' varied linguistic resources, to create an understanding of the implementational spaces of the educational environments that the school represents, and of the ideological…

The purpose of this study was to understand ideologies and practices as related to the accessibility of foreign language education for K-12 Deaf students in Turkey and the United States. In the global world, multilingualism is often a necessity to access various resources. However, because of education policies, Deaf students often have restricted…

The advancement of English as an instrument for the internationalization of higher education has foregrounded English as an academic lingua franca (EALF), and the case of China is no exception. This study focuses on the process by which EALF has been interpreted and negotiated across university policies and local practices in China's…

This study explores the interplay of nationalism and English Language Teaching (ELT) classroom practices, as reported in 11 interviews with ELT educators in various locations (e.g., United States, Serbia, France, and Saudi Arabia). The study approach is informed by theories of discursive nationalism which interpret nations and nationalized things…

This paper examines the ideological underpinnings of the English as an Additional Language (EAL) curriculum that drive the practice of secondary teachers in Victoria, Australia, and how students' needs and rights are seen and addressed in and through English discourse and hegemony. Bakhtin's (1986) dialogic approach and van Lier's (1996) AAA…

This case study describes how a beginning teacher struggled to meet her students' needs in an ESL classroom. Her struggle demonstrated the interrelated nature of policy and practice: Policy effects in her school isolated her and made her feel solely responsible for the achievement of her newly arrived English-learning (EL) students. Her case…

This paper analyzes the ideologies and practices of local languages as the medium-of-instruction (MOI) policy in a multilingual school in Nepal. Grounded on the notion of language policy as a locally situated social practice, this critical ethnographic study investigates challenges--both ideological and implementational--that local languages MOI…

This article discusses the problems related to the teaching of the state language, Rumanian, in the context of the Hungarian minority population in Szekler Land, Rumania, and the language ideologies connected to Rumanian on the basis of empirical research. On the one hand, it is argued that at present the methodology of state language teaching in…