Minorities' languages face transformation processes and struggle against many social and linguistic limitations. Education systems in these languages are not optimal to promote the teaching of ancestral knowledge and scientific research. This is the case of Kichwa, an Ecuadorian native language that more than half-million people speak with…

This study examines teaching about grammar and language use in secondary schools through a narrative lens. The author analyses narrative episodes in interviews with three secondary English language arts teachers in the USA to identify patterns in stories of teaching about language use. Findings show teachers with vastly different life experiences…

In response to the calls to incorporate Global Englishes Language Teaching (GELT), this study explores university English language teachers' perceptions towards Global Englishes (GEs) in Bangladesh. Despite being one of the biggest English learning populations on the globe, a dearth of attention has been paid to studying English language teaching…

This paper analyses how teachers and toddlers enact participation frames in bidialectal early education in Limburg, the Netherlands. Teachers' language choice is often context-bound as they use the national language, Dutch, for instruction and the regional language, Limburgish, for playful or social-emotional situations with individual children.…

The present study explores the perspectives and instructional approaches adopted by five university English as a Foreign Language (EFL) teachers in Thailand about using translanguaging pedagogy in monolingual English instruction. Examining the concept of translanguaging pedagogy and framed in an exploratory-descriptive qualitative research design…

This article introduces the term translanguaging in the bidialectal educational context of Cyprus and presents a typical example from a Greek-Cypriot classroom where children use both of their linguistic varieties to acquire knowledge and enhance their understanding. The research data were analyzed under key questions related to translanguaging…

This paper focuses on the linguistic evolution of the Tianjin speech community in Sabah, Malaysia. From the perspective of restructuring of speech community, the paper integrates both micro and macro levels of language change into the analysis. Several methods were adopted in this study. Interviews were conducted with community leaders and various…

The present contribution aims at describing the main phases of implementation of a Transformative Action-Research project named 'L'AltRoparlante'. This project began in school year 2016/2017 and is still being implemented in five Italian multilingual schools. Its main purpose is to acknowledge students' individual and collective multilingual…

This study investigates how pre-service teachers (PSTs) negotiate an understanding of which multilingual practices are legitimate in mainstream education in Norway. Data were collected through seven focus groups with 24 PSTs participating in their first field placement. I designed three fictive vignettes about multilingual students in mainstream…

The 21st century has brought rapid global change to the cultural and linguistic landscape of many nations; this rapidly changing landscape has prompted educators to argue that the lived and evolving reality of contemporary classrooms demands a re-examination of current curriculum, pedagogies and assessment practices. Australian classrooms now…

This paper discusses the contributions to this special issue in the context of the African Renaissance and the subsequent need to re-define educational development from a multilingual, multicultural and pan-African perspective. Each contribution offers a different angle to the discussion: a critique of Arabization in Morocco, with questions about…

This paper proposes a framework for multilingual language-in-education policy implementation, offered as a critically constructive response to India's recent "National Education Policy 2020" (GOI, 2020). Rooted in India's existing educational language policy, our linguistically inclusive 'Languages for Learning' (LFL) framework is, we…

Post-modern approaches to language policy have emphasised the role of agency in implementing and appropriating language policies. While agency is often perceived in positive terms, Liddicoat [(2019). Constraints on agency in micro-language policy and planning in schools. In J. Bouchard & G. P. Glasgow (Eds.), "Agency in language policy…

Aboriginal English, the language many Aboriginal and Torres Strait Islander students bring to the classroom, represents the introduction of significant change into the English language. It is the argument of this paper that the linguistic, social and cultural facts associated with the distinctiveness of Aboriginal English need to be taken into…

This study examines the discourses of educators in Pakistan through the lens of Critical Multilingual Language Awareness (CMLA) to demonstrate how their lack of critical awareness reinforces and reproduces subtractive language policies and practices in a diverse multilingual setting. CMLA stands for the understanding of the social, political and…