An important first step to globalizing and decentralizing foreign language education is to clarify current language teachers' perceptions of language varieties and how these perceptions influence their pedagogy. The present study looked at English and French language classrooms in K-12 and university settings in the United States to compare…

This bibliometric study reveals the dominant research topics, methodologies, contexts, and publication outlets utilized by researchers in the field of English Language Teaching (ELT) in Thailand from 2010 to 2024. Bibliometric analysis was conducted using Microsoft Excel 2019 and VOSviewer 1.6.19 as research tools. The dataset was retrieved from…

This paper provides an overview of UK Arabic language teaching in supplementary and mainstream schools from available research papers and provides a synopsis of recent developments in supporting Arabic teaching at school level and pathways to Higher Education. The largest study cited is the 2016 research collaboration between the British Council,…

In Scandinavia, plurilingualism has been embraced as an important goal in language curricula. However, research shows that teachers struggle to understand what plurilingualism is and how it can be implemented. To address this lack of clarity, we analysed the curricula for the three main language subjects of schooling in Denmark, Norway, and Sweden…

This article aims to visibilise the opportunities for decolonising standardised language practices for multilingual students learning English as an additional language or dialect (EAL/D) in Australian schools. We suggest that a decolonising approach to language education would value the multilingual, non-standard, and diverse language practices of…

Perspectives from educators and students elucidate how systemic language discrimination and oppression (i.e., linguicism) are perpetuated in the New York education system, even though it has one of the most comprehensive approaches to supporting multilingual students in the nation (Sugarman, 2016). The legacy of teaching English as a colonizing…

In this paper we propose that posthuman and decolonizing perspectives on difference might provide a foundation for English as an additional language (EAL) teacher education programs. We briefly examine current outcomes of schooling for EAL students and current teacher education in Canada, showing the necessity and urgency of developing practices…

This study provides a comprehensive analysis of multilingual education, highlighting key issues, methodologies, and future directions in this area. Based on the theoretical foundations of Vygotsky and Krashen, as well as practical approaches such as project-based learning and task-based language learning, the study highlights the importance of…

Historically, Spanish-speaking students have not been allowed to use their home and community linguistic practices in their schooling in the U.S., even in most Spanish-English dual language bilingual education (DLBE) programs, which require standard Spanish with strict language separation policies. These pedagogical practices have led to the…

This regional dossier aims to provide a concise, description and basic statistics about minority language education in a specific region of Europe. Latgalian is a Baltic regional language originating in the region of Latgale (Latgalian: Latgola) in Eastern Latvia. It is mostly spoken in Latgale, but also in families and small communities of people…

Widely prevalent in a variety of educational contexts around the world, rote learning practices entail repetition techniques to acquire new knowledge. These practices have long been critiqued because of the emphasis on recall rather than deep understanding. Less attention has been directed, however, at the literacy ideologies underpinning such…

Using the 2.4-million-word written Spanish subsection of the Corpus of Utah Dual Language Immersion, collected from a large-scale standardized writing assessment of K-12 Spanish second language (L2) students, this study focuses on lexical complexity as operationalized by three measures: lexical diversity, lexical density, and lexical…

This Perspectives article proposes a renewed vision of teaching English to speakers of other languages (TESOL) through a translanguaging (TL) stance, grounded in critical sociolinguistic inquiry and embodied practice. A TL theory of language asserts an activist agenda to dismantle mono/lingualism, inviting a more dynamic and expansive view of…

The Saudi English language education has experienced a continuous process of reform and revision. Recently, the Saudi English Language Curriculum (SELC) has been introduced to the research and practice community. The lack of research investigating language policies in the Saudi context is where the current study situates itself. Thus, a…

To write a linguistic autobiography is to explore and reflect on our lived experiences with language. The purpose of this research was to gain insight into students' language experiences through their linguistic autobiographies and to gain a greater understanding of their relationship with and thoughts on language within their social contexts. In…