Language acquisition and Language Maintenance (LM) both depend on ample opportunity and motivation. Currently, many national language societies are undergoing Language Shift (LS) to English, impacting their acquisition as first (L1) and possibly even more as second (L2) language. This study interviewed 44 adolescents, including 24 L1 and 20 L2…

This qualitative phenomenological study explores teachers' and bilingual adolescents' views about heritage language (HL) maintenance and bilingualism. Interviews with twelve teachers and twelve students revealed limited value for bilingualism. English dominance overshadowed the importance of bilingualism and HL maintenance. Findings reveal the…

This study examined how Papiamento and Dutch attitude and home literacy environment of 168 children in fourth grade of the post-colonial Dutch Caribbean, predicted L1 and L2 reading literacy in sixth grade. Overall, children had higher scores for reading literacy in L1 Papiamento as compared with L2 Dutch. They showed more positive attitudes…

Exploring parent, student, and teacher language moves is essential to develop and implement strategies that cultivate Spanish use in support of dual-language engagement. We used Lareau's concerted cultivation framework to explore language use at a K-8 dual-language immersion school. A case-study design integrating content analysis was used to…

This study explores the linguistic violence of bilingual Latina/o/x adolescents in school settings in Southcentral Texas. In addition, the paper examines how these students see themselves as proficient Spanish/English bilinguals. In doing so, the author uses a language ideologies framework coupled with Anthropolitical linguistics. Within this…

The study was conducted to investigate the success and attitudes of the secondary school 7th grade students towards Turkish language lesson in terms of various variables. The study is a descriptive study and based on data collection. In this study, a 27-item attitude scale and a personal information protocol consisting of 5 questions were used. In…

In China, code-switching (CS) is frequently used in English as a foreign language (EFL) classrooms. However, the functions of CS in Chinese secondary schools remain unclear. Moreover, student perceptions have rarely been considered in previous studies. This paper therefore sets out to examine why English teachers code-switch in EFL classrooms. In…

The educational disparities that can be found in the English language learning outcomes of middle school students in Austria have gone relatively unexplored in international research. National studies have tended to attribute lower educational outcomes either to students' socioeconomic status or their multilingual background. In this article, we…

This critical ethnography examines how the language ideologies of non-teaching staff (NTS) shape language practices in a bilingual PreK-8 school. Recent research on two-way bilingual education reveals the ways that the language ideologies of teachers, administrators, and parents can support the privileging of English in bilingual programs by…

We live in a society where standard accents are highly valued. Generally, people who speak with a Standard English accent are seen through a positive lens linguistically; those whose English is accented are stigmatized. Accent discrimination affects linguistic minorities from diverse linguistic and ethnic backgrounds, including foreign-accented…

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…

French second language education, including the option of one-way French immersion, is mandated for majority-language Anglophone children in New Brunswick, Canada's only officially bilingual province. Language ideological debates in the province surrounding official English--French bilingualism led us to investigate adolescent majority-language…

Translanguaging offers a new perspective on language learning by affirming and leveraging the diverse language practices that make up learners' unitary language repertoire as resources for their learning. Despite the potential pedagogical benefits of translanguaging, English-only policies are still prevalent in many language classrooms. Even when…

This article focuses on the reported experiences of three focal students who participated in a Spanish/English dual language program in their southern California school district throughout their elementary and middle school years. All three students identify as Mexican-origin and speak Spanish, English, and the Indigenous language of Zapoteco and…

Content and language integrated learning (CLIL) has expanded in Europe, favored by the large body of research, often showing positive effects of CLIL on L2 development. However, critical voices have recently questioned whether these positive findings apply to any language, given that most research focuses on English. Taking into account this…