Language plays a crucial role in education; yet, while issues of language are undoubtedly relevant to all teachers, school-level language policies, which aim to provide explicit guidance underpinned by a clear set of principles, are too often conspicuous by their absence. In a range of educational contexts around the world it has been found that…

The number of children learning English entering U.S. schools continues to rise, yet the majority of classroom teachers remain English-dominant. Many teachers feel under-prepared to work with the growing number of multilingual students. However, they can draw on a familiar curricular structure, shared reading, to build on children's cultural and…

As an international phenomenon, standardization has become increasingly prominent, and language has been curricularized through learning progressions, curricula, and high-stakes assessments. Curricularized systems exist in tension with what we know about how individuals develop language. As scholars have asserted, language development is mediated…

The United States is home to a culturally and linguistically diverse population of young children. In 2017, 10% of U.S. learners came from homes where languages other than English are spoken. Students who are learning English in addition to their native language(s) have the opportunity to become bilingual or multilingual in school. Thus, rather…

Among inequities faced by multilingual learners, engagement in science education is one of the most persistent. Research suggests leveraging students' full multilingual repertoires in science education can help address this gap. However, pervasive monolingual norms in schooling may impede multilingual engagement, impacting students' multilingual…

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…

Supporting Ontario's diverse multilingual learners (MLs) requires more than "just good teaching" (de Jong & Harper, 2005, p. 102). MLs' success is tied to specific teacher knowledge, attitudes, and pedagogical moves based on linguistically responsive teaching (Lucas & Villegas, 2013). This study investigated the perspectives of…

This brief aims to contextualize and promote translanguaging as an approach to educating bi-/ multilingual students in US literacy classrooms. Broadly, "translanguaging" has been defined as "the deployment of a speaker's full linguistic repertoire without regard for watchful adherence to the socially and politically defined…

This article contributes to the scarcity of research on the interface between task-modality and the use of previously known languages (PKL) in young learners. It examines the use of Basque/Spanish by CLIL learners (aged 10-11) during oral interaction while completing two collaborative tasks in English: a speaking task and a speaking + writing…

In today's globalised world, the needs of English language learners have changed, particularly those learning to use the English language as a lingua franca. Growing research showcasing the global use of English as a lingua franca (ELF), the creativity of ELF users, and the diverse ways in which they negotiate successful communication in…

Due to demographic changes, teachers in mainstream U.S. classrooms now work with English language learners (ELLs) in larger numbers than ever before (Sheng, Sheng, & Anderson, 2011). US schools have been diversifying for decades, and students whose first language is not English are the fastest growing population of students in US schools…

This paper focuses on the lack of impact on language education of recent paradigm shifts in the study of language and society such as the recognition of the ideology of language[s] as stable, discrete or bounded entities and the reality of heteroglossic languaging and semiotic practices in everyday life. Using South Africa as a case, the paper…

As the field of education of the d/Deaf and hard of hearing (d/Dhh) continues to diversify, postsecondary institutions must pay close attention not only to the changing needs of d/Dhh students but to the practitioners they are preparing to serve this population. Students who are d/Dhh and come from homes where a language other than English or…

In this study, I investigated language ideologies in a state-funded International Baccalaureate Primary Years Programme school in the United States. I conducted ethnographic observations, focus groups, and interviews in a fourth grade classroom in one of the largest refugee resettlement areas in the country. Findings indicate that although the…

Increasingly, mainstream teachers rather than specialist language teachers (English as a Second Language, bilingual teachers) are expected to work with English language learners (ELLs) in their classrooms. This reality has drawn attention to the quality and content of the teacher preparation for this group of ELL teachers. Situated within this…