The mainstream colonial lenses that have been used to understand multilingualism in the peripheries may not account for the realities of Southern multilingualisms. This article takes up these epistemic challenges in navigating EMI through alternative lenses, aiming to complexify the discussion of EMI among young individuals who are engaged in…

The increasing popularity of radical right, anti-immigrant, neo-nationalist movements can be seen as a response to super-diverse and complex migration and globalization processes challenging the ideology of the 'nation-state' and the traditional education system. Based on the question of how English is increasingly viewed as a threat to Swiss…

"Functional Multilingual Learning" ("FML") aims to leverage pupils' full language repertoire in a strategic and transversal way across the curriculum in order to enhance access to conceptual understanding and improve skills in the language of schooling. This linguistic-ethnographic study explores the pedagogical decisions of…

This case study investigated the practiced language policies of a French elementary school educator, Catherine, as she implemented the French National Cycle of instruction for the early elementary grades with a culturally and linguistically diverse (CLD) class of students. The findings revealed that macro-level policies--such as curriculum and…

This article describes research exploring the potential of arts-based, affective pedagogy to enact the dual mandate of second language programs for adult newcomers to Canada: facilitating official language learning and social integration. Deleuze-Guattarian affect theory informs the study framing both research and pedagogical practices as effects…

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…

Over the last decades, the term 'literacy' has extended far beyond its original reference to learning to read and write. However, few data are available about its actual application in schools across Europe. This article, which is part of a larger project, tries to identify the common trends and difficulties teachers face when dealing with…

Despite advances in multilingual education (MLE) scholarship, education in most African societies remain characteristically congruent with colonial normative monolingual and transitional multilingual policies, which limit the use of native language(s) as media of instruction to early primary schooling. This contributes to poor educational and…

There is a recognised need for multilingual pedagogies as these capitalise on children's resources. Language policies calling for monolingual or multilingual policies are, however, not easily translated into pedagogical practices. Teachers play a crucial role in the process of policy implementation because they negotiate policies and adapt them in…

In this article, we explain how recent research on multilingualism, multilingual education, and multimodality informs our thinking about the use of "ScribJab," a multilingual iPad application and website ("ScribJab.com"), which enables users to compose, illustrate, and narrate stories in two languages. Drawing on excerpts from…

This paper looks at reading in French immersion and how learning French is seen more as a skill rather than a social practice that could be examined through a more critical lens. Most of the teachers often teach students how to read but rarely will they discuss the role of French in Canadian society and how this is manifested in the texts they…

Language is both a means and an end in educational systems. As a means to learning, it manifests itself in countless, shifting modalities; while as an end or objective of learning, it is often perceived as an autonomous, formal entity. Through a case study of an interdisciplinary secondary school project in Luxembourg, this paper explores the…

Despite a long historical French presence in Vietnam, only 0.5% of Vietnamese people speak French today. As in other countries of South East Asia, language instruction in Vietnam has mainly focused on English for several decades. This paper provides an overview of a project called "French bilingual classes". The main aim of the study is…

Under the Israeli language education policy, the mother tongue is learned first for several years, followed by a second language (English for Jews, Hebrew for Arabs) and then a third language (English for Arabs, Arabic/French for Jews). This type of limited bilingualism seems to suit the Israeli reality in the context of the Israeli-Arab conflict,…

In this paper, I first review previous research on the topic of safetalk. I then apply some of the insights derived from this discussion to a case study of the Luxembourgish primary school system. The study uses both ethnographic and discourse analysis, and focuses in particular on the role of French language varieties in a system that forces…