The adoption of English-Medium Instruction (EMI) has gained global traction, spurred on by higher education internationalization trends. Despite the widespread usage of EMI, its influence on students' language development remains relatively unexplored. This study investigated the impact of EMI instruction on the self-efficacy and English…

This study sought to learn more about preschool teachers' self-reported classroom practices related to DLLs and how such practices might be linked to their language ideologies. This study further investigated whether any differences existed between teachers' classroom practices and language ideologies based on self-reported skills in their…

When researching socioscientific topics, particularly on the Internet, readers face multiple texts that they must integrate into a coherent mental model. Previous research in monolingual settings has found that comprehension is biased toward readers' prior beliefs (text-belief consistency effect). Considering that the Internet is multilingual,…

This article examines four Afghan refugee parents/guardians in Islamabad, Pakistan for their beliefs about literacy and language(s). Semi-structured interviews with each parent/guardian showed that they all highly valued reading and writing as essential life skills. However, while they viewed literacy as having instrumental value, they also…

With a growing number of multilingual children entering early childhood education, teachers are challenged to create appropriate learning opportunities for all children. Given diverse literacy skills and cultural backgrounds, early childhood educators might provide different support to children after an inappropriate child response depending on…

Students who learn the language of instruction as an additional language represent a heterogeneous group with varying linguistic and cultural backgrounds, contributing to classroom diversity. Because of the manifold challenges these students encounter while learning the language of instruction, additional barriers arise for them when engaging in…

Inclusion of multilingual students-teachers' perceptions on language support models Ensuring the best possible support for multilingual students is a challenge for educational systems the world over. In Austria, new language support models, the so-called German language support classes (GLSC) and pull-out courses (POC), have been installed in the…

Despite the growth and popularity of Irish-medium Education (IME) in Northern Ireland, the sector has not received the same levels of state support and funding as has heritage language education in the rest of the UK and the Republic of Ireland. Educating children in an immersive language setting, particularly in a minority or endangered language,…

Most bilingual children often display greater proficiency and preference for one of their two languages. Researchers refer to this asymmetry as language dominance. However, despite being possible to determine the overall language dominance in bilinguals, there may be substantial flexibility in their language use. In particular, the relative ease…

EFL use constraints can be expressed by lecturers in Indonesia since English in this country is taught from junior high school up to higher education. Non-English education students should be able to communicate in it, but it is easy to meet them who cannot express something in English since they do not know how to use it for expressing ideas.…

While research unequivocally points to the need to teach the language that supports participation in reading and writing activities in middle-grade classrooms, many educators grapple with how to create the instructional conditions that promote equitable and just opportunities for students to learn the Language of School Literacy (LSL). In this…

Bilingual education programs for deaf children have long asserted that American Sign Language (ASL) is a better language of instruction English-like signing because ASL is a natural language. However, English-like signing may be a useful bridge to reading English. In the present study, we tested 32 deaf children between third and sixth grade to…

Education policy in the Global South often focuses on two areas: learner-centred education (LCE) and language of instruction (LoI). For over a decade, LCE has been promoted throughout sub-Saharan Africa and has been referred to as a 'policy panacea'. The basic premise of LCE is that it offers learners substantial control over what and how they…

One of the most important conditions needed to acquire pragmatic competence--knowing the rules of a language and how to apply them to communicate--is exposure to the target language. That is why research has concentrated on observing how this competence develops in different language learning contexts such as second language (L2), foreign language…

Higher education students in English medium instruction in non English-dominant countries use L2 to share ideas and demonstrate learning thorough the medium of English and are often required to enhance their ability to communicate in this language while studying. However, the conditions provided for these students in university courses may or may…