In the field of English medium instruction (EMI), multilingual research approaches are crucial to carrying out effective and ethically responsible research, because EMI policies and practices are inherently multilingual. This paper is a partial replication study that adopts a 'researching multilingually' analytical framework to interrogate the…

In the growing body of English medium instruction (EMI) research, few studies have directly compared the effects of medium of instruction on subject learning. This study compares direct measures of content knowledge and perceptions of knowledge acquisition for students studying Chemistry via English (n = 27) and Japanese Medium Instruction (JMI)…

This paper presents the use of translanguaging in the assessment of content subjects in the context of Nepal's higher education. Since its proposition in the 1990s, translanguaging has been receiving much scholarly attention in multilingual educational contexts. In such contexts, individuals' language practices show a shift from the understanding…

The participation of multilingual children in minority language immersion programmes is under-researched internationally. The Republic of Ireland (RoI) has become a linguistically and culturally diverse society. In the RoI, parents have the opportunity to educate their child in English-medium or Irish-medium (IM) schools. However, the cohort of…

Pairing affect theory with raciolinguistic perspectives, this study examines the racialized and embodied identities of second-generation Chinese American heritage language learners. Drawing on the data collected through in-depth interviews, the study observes that second-generation Chinese Americans' affective experiences, such as their racialized…

We present an analysis of bilingual pre-service teachers' translanguaging practices when co-teaching bilingual art gallery lessons as a field experience in a Spanish/English bilingual/bicultural teacher education program. Using a critical bilingual literacies approach, we posed an opportunity for bilingual/bicultural pre-service teachers to be…

The current study examines the effects of the sociocultural context of primary school reading among Arabic- and English-speaking students in the UAE. Using a sample of 16,391 fourth graders (English: n = 10,507; Arabic: n = 5,884) from the 2016 Process in International Reading Literacy Study (PIRLS), results revealed that while early language…

There can be significant diversity in the language experience of minority language children, and in the levels of proficiency reached. The declining numbers of children now exposed to Irish include those from homes where only/mainly Irish is spoken, those with only one Irish-speaking parent, and children from homes where one/both parent(s) speak…

This article examines teachers' and parents' perceptions of the impact of the COVID-19 pandemic and remote learning on the implementation of a Portuguese-English Dual Language Bilingual Education (DLBE) program in an elementary school in the U.S. Drawing on the literature on language orientations and in/equity in DLBE, this study hones in on the…

There have been many instances when parents have been advised by educational professionals against bilingualism or immersion education for their child with special educational needs (SEN). Some parents follow the advice given and decide to use only one language with their child, mainly the majority language of the community. This study…

This study examined the use of non-standard English features in 16-year-old students' writing in the UK. Adopting a diachronic approach to the investigation of students' written production, the study sought to identify changes in students' use of non-standard English over the course of a decade, specifically from 2004 to 2014. It involved an…

This paper examines the possibility of viewing TESOL teachers' identities through the metaphor of 'poet-teachers', viewing second language teachers as creative and collaborative meaning-makers. We analyzed interviews, poems and classroom discourse among 16 Chinese, Vietnamese and English L1 speakers who participated in poetry writing course as a…

A key factor in providing quality education is the main language of instruction (M-LoI). This creates a challenging situation for education policymakers in post-colonial multilingual countries such as South Africa. Language-in-education policies must valorise indigenous languages and redress their exclusion in past education systems while ensuring…

The construct of language competence lies at the heart of language education, underpinning key processes such as language teaching and language assessment. Acknowledging its prominent position in the field of language education and seeking to illuminate its nature, this study attempted to trace the historical trajectory of the construct of…

In this article, we cast a critical eye over a culturally dominant ideology--"native-speakerism." This ideology postulates that those deemed to be native English-speaking teachers (NESTs) are preferable over non-native English-speaking teachers (NNESTs), both as legitimate language models of English and as effective practitioners of…