This study aimed to explore the implementation of the Mother Tongue-Based Multilingual Education (MTB-MLE) policy by public elementary teachers in the Philippines through a case study approach. Specifically, the study sought to examine how three elementary teachers in one public school institution distinctively implement the MTB-MLE policy in…

Families that live temporarily abroad for work or education (amongst other reasons) often encounter some difficulties to maintain their children's L1; particularly when they live in English-speaking countries. This study explores the language maintenance experiences of ten Saudi Arabian families sojourning in Australia, from the perspective of…

Learning Mandarin Chinese as a heritage or additional language at Chinese complementary schools has long been a tradition for many Asian Canadians. However, research that looks at teachers' experiences and perceptions in Canadian settings, especially the power dynamics embedded in biliteracy development at complementary schools, is scant.…

Due to globalisation and migration, multilingualism has become both a reality and an aim of education systems across Europe, affecting how language education is shaped. To improve the ways in which schools cater for language education in diverse settings, research is required on the potentials of multilingualism in order to design curricula that…

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…

In the famous Djuranydjura story from North-East Arnhem Land, when the visiting 'Macassan' offers the Yol?u ancestral dog rice, shoes and blankets, he rejects them all, in favour of his own land and resources. At Gäwa homeland on Elcho Island, this powerful story is reinterpreted to include the arrival of balanda (white) teachers, and their focus…

Despite the increase of Spanish heritage language (HL) courses in response to the linguistic needs of HL learners, these courses often combine this student population with advanced second language (L2) learners. This common scenario presents a challenge to many instructors who lack the training to negotiate intercultural and linguistic issues in…

The current study builds on previous scholarship that examines the everyday language and literacy practices of linguistically diverse communities as resources for teaching and learning. It argues that only by valuing non-dominant linguistic practices in academic contexts will educators achieve equitable pedagogies that incorporate students' range…

This study investigated structural features of a newcomer program housed within a comprehensive high school and language practices among newcomer students and their teachers. Findings indicate efforts to provide newcomer students with "safe spaces," opportunities for language and literacy development in English and Spanish, and access to…

Research examining ethnolinguistic community schools (García, Zakharia, & Otcu, 2013) proposes that local spaces not directly affiliated with schools sustain bilingualism and identity. Though researchers often theorize about how community schools sustain home language literacies, less research examines how local public spaces sustain…

In the institutionalization of the mother tongue-based multilingual education (MTB-MLE) in the country, several trainings were conducted introducing its unique features such as the use of the two-track method in teaching reading based on the frequency of the sounds of the first language (L1). This study attempted to find out how the accuracy track…

This article focuses on the identity accounts of a group of Chinese children who attend a heritage language school. Bakhtin's concepts of ideological becoming, and authoritative and internally persuasive discourse, frame our exploration. Taking a dialogic view of language and learning raises questions about schools as socializing spaces and…

The paper investigates how adult immigrants with low literacy levels are being taught language skills in Northern Virginia and the District of Columbia. Particular attention is paid to the reasons why large English-as-a-Second-Language programs (ESL) in the area do not offer native language literacy (NLL) courses and why some students seek NLL…

Presents a bibliography of approximately 130 books, journal articles, dissertations, and UNESCO reports (in English and French) about language usage and policies in education in subsaharan Africa. Most items were published in the 1980s. Examines the complexities and politics of language in South Africa, Nigeria, and Tanzania. (SV)

This report describes an evaluation of the Local Languages Literacy Project in Southern Sudan, a project to develop literacy education and instructional materials in the various vernaculars of that region and to create a bridge to the more common English and Arabic usage. The first chapter gives background information about the project and the…