Instruction for students classified as English Learners (EL-classified) in the US has been dominated by formalist orientations to language that focus instruction on acquiring decontextualized linguistic forms often as a prerequisite to mainstream classroom learning (Valdes et al., 2014). Many language scholars argue that these formalist…

In the geographies where various languages are spoken, individuals may have to experience learning one or more languages to fulfil their needs. When societies who live together and use various language groups make contact with people who use other language groups and cultures, they have to interact with each other. This mutual effect is then…

The rapid evolution of communication technologies, compounded by the impact of the COVID-19 pandemic, has significantly expanded the utilization of virtual learning formats such as online, blended, and hybrid learning across various educational levels and settings. Nevertheless, the shift to virtual learning has presented challenges for many…

Contrary to prevailing research on willingness to communicate (WTC) which treats spoken second language (L2) as the predominant indicator of WTC, this study examines a young English as a second language (ESL) learner's WTC expressed through multimodal means and her utilization of multimodal and multilingual resources for mediating WTC in…

Translanguaging theory and pedagogy have emerged as central to the recent multilingual turn in educational linguistics and language teaching, including ELT. This article will explore translanguaging from theoretical and practical perspectives, aiming to clarify what it is and is not claiming, and what types of pedagogic practice it advocates, both…

In the vast literature on language attrition, studies on the role of extralinguistic factors in language retention, particularly concerning foreign language (FL) skills acquired in formal instructional contexts, are scarce. We address this issue by focusing on the impact of the frequency of FL use, both extramural and in the classroom, and…

Test de Connaissance du Français (TCF), a French knowledge test for any non-native speakers of French, is an official language exam for the certificate of proficiency in French designed by France Éducation international (FIE) and accredited by le Ministère Français de l'Éducation Nationale, de la Jeunesse et des Sports (French Ministry of National…

English Medium Instruction (EMI) has been defined as 'the use of the English language to teach academic subjects (other than English itself) in countries or jurisdictions where the first language (L1) of the majority of the population is not English' (Macaro, 2018, p. 19). This definition has proved to be controversial but has underpinned the work…

In recent years, language portraits (LPs) have emerged as a valuable tool for visually representing multilingual learners' linguistic repertoires. However, previous studies have primarily relied on traditional methods of inviting participants to sketch their language portraits on paper using pens and crayons. In this paper, we propose the use of…

Since the "Next Generation Science Standards" (NGSS) were released, K-12 science teachers have been figuring out how to extend related learning opportunities to all students, including multilingual learners (MLLs) who are new to speaking English. Elementary schools often prioritize math and English language arts, the subjects that are…

To date the research narrative about L2 identities has been dominated by studies on English language learning in the Anglosphere and very little existing empirical work situates the Global South as a point of departure to explore aspirations for learning languages other than English amongst international students and migrants. This article adopts…

The concept of Dominant Language Constellations (DLC) is complementary to the notion of language repertoire. It denotes the set of a person's most expedient languages, functioning as an entire unit and enabling an individual to meet all their needs in a multilingual environment. While a language repertoire refers to the totality of linguistic…

With the large influx of Russian-speaking migrant workers and their children to South Korea, there is a growing need to explore the language and literacy practices of emerging multilingual learners. Specifically, as the Korean language is predominantly used in South Korean contexts, including school, Russian-speaking children face enormous…

Research on multilingualism in the home has approached the family as a fixed unit thus neglecting the dynamic view of the family and its intersection with family language practices. The present study aims to address this gap by focusing on Russian-speaking mothers in Finland who have raised their children bilingually in single-parent as well as in…

Family language strategies are approaches that parents adopt for language use with their multilingual children. In bilingual contexts, these strategies influence children's language exposure and development (MacLeod et al., 2022). In the more complex context of trilingualism, how families settle on strategies and their relationship with exposure…