This article focuses on the ever-increasing stress on multilingual education (MLE) in policy documents, especially its pairing with mother tongues in education (MTE). This focus brings into relief the relationship between MTE, the preservation of linguistic diversity and social democracy. We argue that the outcome of this relationship crucially…

Many metropolitan cities have undergone rapid demographic changes in recent years, and such changes hasten and widen linguistic diversities. Similar changes are happening in Sydney, Australia and Hamburg, Germany. These changes are most acutely felt and observed in the classrooms where multiple languages are spoken, despite a prevalent monolingual…

To examine the specific education challenges that minority language-speaking parents encounter in teaching their children heritage language, this study conducted in-depth interviews with ten Chinese immigrant parents in Korean-Chinese multicultural families. Textual analysis of the interviews revealed that 'One Parent One Language' is a natural…

America's strength lies in its inherent diversity--an enduring truth that makes the Eurocentric nature of our educational curricula troubling. Despite this foundational reality, curricular materials remain predominantly Eurocentric, often excluding authentic representation and inclusion of Black/African American experiences in children's and young…

Using transnational literacies as the theoretical framework, this qualitative case study explores the transnational language and literacy practices of one female China-U.S. transnational adolescent, Meiyi, and her family. The data corpus includes critical ethnographic data generated over 3 years. Through data generation and analysis guided by…

Globally many minority and Indigenous communities are searching for ways to reclaim languages that have been marginalized by socioeconomic and political processes. These efforts often involve novel literacy practices. In this article, we draw from ethnographic data in Mexico and Nepal to ask, what are the opportunities and constraints of teaching…

One of the bilingual communities surviving today in Mongolia, which is the cultural heritage site of the ancient communities that left their mark on the history of Central Asia, are the Tuvan and the Dukha, which is considered a branch of them. In this study, it is aimed to reflect the language teaching practices carried out for the young…

The chapter is a reflective discussion of an educator who has made efforts to incorporate heritage language practice in child play in the real-world everyday setting of early childhood education. This combination between heritage language and child play has hardly been explored before in the relevant discourse. As children in Australia possess…

This qualitative study uses a semi-structured interview to investigate why Saudi learners stop learning a third language and whether these reasons are permanent or temporary. The participants were six female master's degree students who had experience learning a third language outside of formal education or informal settings. This study identifies…

Research across Myanmar's ethnic states has shown that large and well organised non-dominant ethnic groups such as the Mon, Karen, Shan and Kachin would prefer Myanmar's education system to offer MTB-MLE so that their children are able to start education in the mother tongue. This article engages with some of the overlooked voices of minorities…

Dual language (DL) schools provide literacy in students' native languages; however, it is unknown if there is a focus on oral language (OL) development, an essential component for emergent bilinguals'(EB) literacy development. The purpose of this mixed-methods case study is to understand what DL teachers in Virginia know about OL instruction when…

Drawing on Bourdieu's concept of linguistic capital and Darvin and Norton's notion of investment, this study explores heritage language (HL) use among 1.5-generation Korean immigrants in the New Zealand workplace. The data were collected through interviews with heritage speakers of Korean working in diverse fields in Auckland. The majority of the…

This paper analyzes Nepal's language education policy from a decolonial perspective, examining how rights-based (neo)liberal ideologies and policies do not necessarily contribute to creating space, either ideological or implementational (Hornberger, 2005), for Indigenous languages in education. Drawing on the theory of "decoloniality"…

In 2015, the British Columbia (BC) Ministry of Education mandated that local Indigenous knowledge, pedagogy, and worldviews be embedded in all K-12 curricula, but most BC music teachers have been unable to fulfill this directive because they are unfamiliar with Indigenous cultural practices. We designed this multiple case study, informed by…

Immersion programs have long been considered the gold standard for school-based language revitalization, but surprisingly little attention has been paid to the quantity and quality of the input that they provide to young language learners. Drawing on new data from three such programs (Kaqchikel, Western Subanon, and Maori), each with its own…