Knowledge of symbols, which can be influenced by school ethos, informs identity construction in primary school children. This study aimed to explore Gaelscoil (Irish-medium) and English-medium primary school children's familiarity with Irish and European symbols. Thirty 9-12-year-old children in Ireland participated in this study; 15 from two…

Recent research on stakeholders' emotions in English-medium instruction (EMI) higher education settings has demonstrated the importance of engaging students with their emotions about the impact of EMI on their lives. This article presents a pedagogical intervention bridging emotions, creativity, and translingual pedagogy with EMI students in…

In the current revival of Gumperz' notion of the "verbal repertoire," which today is rather termed as communicative or semiotic repertoire, some scholars tend to locate repertoires with individual speakers whereas others see them primarily as emerging from particular spatial arrangements. What is often underestimated in both approaches…

Postmemory, the narrativised intergenerational transfer of often traumatic experiences, is a crucial component of multilingual identity negotiation. In this article, we focus specifically on the curricular interactions and personal and collective aspirations of multilingual students who use English for academic purposes. We situate our discussions…

This case study explored the institutional, programmatic, and classroom literacy curricula of a Canadian offshore school in Macau (school pseudonym: MCS). Undergirded by the conceptual tool of cosmopolitan literacies, this study specifically examined the network effects that influenced the forms of cosmopolitan literacies in MCS's three levels of…