Integrating emergent bilingual students into K-12 mainstream classrooms where linguistic support is not provided has the potential to lead to their academic underperformance. This is because the content is delivered in English, which may not be understandable to immigrant students with limited English proficiency, possibly leading to psychological…

In this study we critically investigated English as the language of learning and teaching (LoLT) in the Chivi district (Zimbabwe) and the implications of its use as the LoLT for social justice education. Data were collected through semi-structured interviews, focus-group interviews, observation and document analysis. The results show that social…

This paper explores teachers' experiences of using only Persian language in Iranian schools and its consequences. To do this qualitative method and phenomenological approach was employed. Participants included all teachers of K-12 across Sanandaj and fifteen experienced teachers (8 male and 7 female) were selected via purposive sampling. A…

Migrant students tend to underperform in Science, Technology, Engineering, and Mathematics (STEM) subjects and are less likely to pursue higher education in STEM when compared with their nonmigrant peers. Given the substantial increase in migration, this disparity has been a central concern in science education in many European countries. The…

In Lebanon, science is taught in an international language (French or English) based on a language-in-education policy rooted in Lebanon's colonial history. Given the intersection among social/socioeconomic class, educational equity, and science performance, learning science in a language other than one's own raises concerns around…

In this paper, we provide an overview of the policies that have existed in relation to Australian First Nations students' languages, and English language and literacy learning before exploring how the politics of distraction manifests in this context. We then share our findings of an analysis of Australian language education policies for First…

Expanded and revised to include four entirely new chapters, this thoroughly updated edition presents a model for how educators can design high-quality, challenging, and supportive learning opportunities for multilingual learners. Starting with the premise that conceptual, analytic, and language practices develop simultaneously as students engage…

Although bilingual education has been offered in some schools of Sri Lanka since 2001, primary and secondary school education has been conducted mainly in the first language (L1), that is, Sinhala/Tamil. As a result, most students sit for the General Certificate of Education -- Advanced Level (GCE (A/L) examination, which determines university…

In Romania most Hungarian-speaking children study in their mother tongue, in Hungarian-language classes. Some of these are organised in 'mixed schools', where parallel Hungarian and Romanian classes coexist in the same institution. Although these institutions seem a good solution for inter-ethnic coexistence, no systematic research has been…

This book sheds light on the role of mother tongue-based multilingual education (MTB MLE) as a means to enhance educational outcomes, creating a space for non-dominant languages alongside more dominant regional, national and international languages. It brings together a number of underlying concerns including the maintenance of non-dominant…

Recent developments in multilingualism and multilingual education in minority-dominated regions in China highlight the importance of policy studies to support the national goals of achieving multilingualism [Feng, A. W., and B. Adamson, eds. 2015. "Trilingualism in Education in China: Models and Challenges." Dordrecht: Springer],…

As a signatory to the UN Convention on the Rights of the Child, which has been incorporated into domestic policy, Iceland has a legal obligation to respond to children's linguistic human rights in schools. Increasing language diversity is addressed in both policy and practice, informed by the inclusive education principles that underpin the…

The past decade witnesses a surge of empirical research on translanguaging in educational contexts of English medium instruction (EMI) and content and language integrated learning (CLIL). This systematic review analyses the methodological development, the theoretical underpinning and research themes of translanguaging in EMI and CLIL contexts. A…

Despite its non-elitist goals, there is growing concern over the potentially elitist nature of content and language integrated learning (CLIL) programmes in English. Previous European studies have reported more advantaged pupils' profiles in these programmes compared to regular programmes. It is unclear from the literature however which pupils…

The aim of the Regional Dossier series is to provide concise descriptions of regional or minority languages in education, mainly in Europe but also in other parts of the world. Friulian is a Romance language, traditionally recognised as part of the Rhaeto-Romance sub-family. It is spoken in Friûl (in Friulian)/Friuli (in Italian), a territory…