Drawing on the notion of translanguaging, I show how learners in a Black township secondary school in Cape Town use their multilingual repertoire to achieve power, agency and voice. I use the conceptualisation of the prototypical pedagogical macrogenre from systemic functional linguistics to show how translanguaging can be used strategically to…

The paper discusses language planning at a cross-border university (a Zimbabwean university) that offers academic programmes to the Kingdom of Swaziland in the Southern African region. The paper is situated within the micro-level language planning framework, and discusses language decisions that govern three areas of university business, namely:…

We focus on the learning of English in a Chinese university in Jiangsu and the university's preferential language policy, which allowed Uyghur minority students from Xinjiang to be enrolled despite their lower scores in the entrance examination. Guided by the constructs of language ideologies [Kroskrity, P. V. (2000). "Regimes of language:…

Manchester (England), one of the first industrial cities, is now home to over 150 languages. Ethnic minority and migrant communities take active steps to maintain heritage languages in commerce and through education. The paper introduces a model for a holistic approach to profiling urban multilingualism that relies on triangulating a variety of…

The arrival of large numbers of Slovak Roma to Sheffield over a relatively short period has inserted two new languages (Slovak and Romani) into an already diverse, multilingual school environment. Schools face challenges in welcoming the new migrant children, inducting and integrating them and facilitating access to the English school curriculum.…

This paper examines the micro planning activities that schools engage in to address learners' needs to make education work in rural primary schools of Botswana. The national language plan prescribes the use of English and Setswana only as languages of instruction at the primary school level. However, this plan is not practical in some regions…

In response to growing linguistic diversity, many U.S. universities have implemented language policies that include procedures for English learner (EL) identification. Institutional labels such as "English learner" and "limited English proficiency" are regularly used to identify students who may need English language support;…

An initiative termed "Global 30 Project for Establishing Core Universities for Internationalization" (hereafter G30) in Japan aims for the recruitment of an additional 300,000 international students by 2020 to study in Japan in English, and also aims to send many more Japanese university students overseas than are now studying outside…

Scholars concerned with language policies (LPs) argue that globalization has brought about various political, socio-economic, and linguistic shifts that increasingly impact on teacher agency (e.g., Zhao & Baldauf, 2012). Recently, the LP literature has increasingly acknowledged the agentive role of teachers as a critical factor in implementing…

This case study examines the implementation of "Foreign Language Activities" (English language education), which officially began in Japanese elementary schools in 2011. Subjects in this study included 37 Japanese classroom teachers (20 males and 17 females) in four elementary schools in Tokyo. The Teacher Foreign Language Anxiety Scale…

This paper investigates the perceptions of teachers from one Sabaot dominated primary school in western Kenya regarding the medium of instruction (MoI) policy in different class levels. While their "ideal" MoI policy bears some resemblance to the official policy which advocates mother tongue (MT) as medium in lower primary and English in…