This article is a response to Annika Karlsson, Pia Nygård Larsson, and Anders Jakobsson's "The continuity of learning in a translanguaging science classroom". I consider the parallels between the practice of translanguaging and border crossing, and how the research related to border crossing might inform translanguaging. In conclusion, I…

In this position paper we present research and data demonstrating how pedagogical frameworks traditionally used in TESOL contexts can be harnessed by world language (WL) educators to scaffold language learning and advocate for emergent multilingual language learners (EMLLs). Focusing on three pedagogical frameworks--Sheltered Instruction…

In this commentary, I question Westergaard's argument that third language (L3) data can be used to decide between theories such as Full Transfer Full Access, involving wholesale transfer initially, and Full Transfer Potential, involving property-by-property transfer. I suggest that much L3 data will be amenable to explanation under either theory.…

In this position paper we highlight language as a perennial factor contributing to compromised meaning-making in multilingual primary school mathematics classrooms. We note use of the term 'translanguaging' in discussions around mitigating this meaning-making challenge. The paper argues that, while much work remains to be done towards clarifying…

Westergaard (2021) presents an updated account of the Linguistic Proximity Model and the micro-cue approach to the parser as an acquisition device. The property-by-property view of transfer inherent in this approach contrasts with other influential models that assume that third language (L3) acquisition involves the creation of a full copy of only…

This provocative article raises many important issues that need to be addressed and in so doing will advance the fields of second language (L2) and third language (L3) acquisition in several important ways. Fundamental questions concerning multilingual development persist especially with respect to the role of Universal Grammar in this language…

This is a response to the collection of communications in 37(1), two of which cited Vince and Rudolf's article in 35(3). Vince and Rudolf have have been joined here by Claire Margolinas in order to provide a complementary (French) perspective to their Australian and German outlooks on this topic. The comments of the three of us can be grouped into…

In this opening commentary, we draw on Ruiz's (NABE J 8:15-34, 1984) metaphorical representations of language to outline the ideological and implementational spaces for language policy making in Greater China. In particular, we highlight how the 'resource' orientation allows different stakeholders to negotiate the development of language policies…

In her keynote article advocating the Linguistic Proximity Model for third language (L3) acquisition, Westergaard (2021) presents several arguments against 'copying and restructuring' in nonnative language acquisition, mechanisms central to Schwartz and Sprouse's (1996) Full Transfer/Full Access model of second language (L2) acquisition. In this…

At an overarching level this paper attempts to draw attention to emerging trends in the humanities where alternative ways of doing science reconfigure epistemological traditions and research methodologies, the role of intellectuals and their engagement with current conditions of the world, including ways in which scholars gazes are constituted.…

This article is a response to commentaries on the article, "Microvariation in Multilingual Situations: The Importance of Property-by-Property Acquisition" (EJ1300541). This response is divided into sections focusing on the following issues: (1) full transfer and the notion of copying; (2) the definition of linguistic proximity; (3) some…

In the way of commentary, I offer a brief, summative reflection on the complex, multifarious nature of people's semiotic engagements in and with space. Against the backdrop of three snapshot case studies, I suggest there are actually few neat boundaries to be drawn between the linguistic and non-linguistic, between the semiotic and the spatial,…

Scott, Dostal, and Lane-Outlaw challenge findings and conclusions from a literature review by Mayer and Trezek [EJ1269623] regarding the literacy achievement of deaf children who are educated in schools and programs that espouse bilingual ASL/English instruction. Mayer and Trezek's article appeared in the Winter 2020 "American Annals of the…

During the first half of 2017, four scholars who know English-medium instruction (EMI) well and view it from different perspectives took part in a round-robin exchange. The forum contributors answered six sets of questions on aspects of EMI: defining terms; learning English in an EMI environment; the political or policy framework; learning a…

The closing plenary session at the InnoConf17 conference was an informal interview that Tita Beaven conducted with Richard Simcott, which is reproduced here in an edited version. Topics discussed include the meaning of a "polyglot," the differences between informal and formal language learning, and the development of language exchanges.…