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…

The significance of the mother tongue, and particularly mother tongue education, is widely acknowledged across the world. This study aims to investigate mother tongue attitudes of students, teachers, parents, and community members in Manipur. A self-report survey was used to collect data from 463 participants, and an exploratory factor analysis…

This study examined science teachers' attitude towards the use of mother tongue for instruction in Basic Schools, employing a descriptive survey design. The respondents were selected through purposive and convenience sampling techniques and data were collected from a sample of 162 Basic School Science. The questionnaire used for data collection…

In this study, 96 world language teachers in the state of Georgia completed a survey regarding their delivery of instruction in the target language. While ACTFL (2010, 2021) recommends using the target language 90% or more of the time to deliver instruction, only 20% of the world language instructors who were surveyed reported doing so. According…

Addressing language barriers during instruction is critical for improving content area learning and achievement within classrooms with students from different native language backgrounds. Although several instructional supports have been highlighted in the literature as helping to reduce language barriers, it is questionable whether teachers are…

This article draws on an online survey to collect data about the perceptions of Moroccan secondary school teachers of English in connection with their use of translation in English as a Foreign Language (EFL) teaching and learning settings. As in previous research on L1 (first language) use, this study emphasizes the unavoidability of translation…

In terms of integration policy, Slovenia is considered a country that promotes the integration of children with an immigrant background into schools as quickly as possible. However fast the integration process may be, languages always play a key role in the education of pupils with an immigrant background and teachers need to adapt to their…

Purpose: This study aims to analyze translanguaging practices and beliefs of Iranian English for General Purposes (EGP) teachers and find discrepancies between the practice and perception of educators in bi/multilingual species in Iranian educational settings. Design/methodology/approach: The study involved interviewing ten teachers and observing…

Minority schools in Greek Thrace implement a model of bilingual education in primary and secondary education, where half of the lessons of the curriculum is taught in Greek and the other half, in Turkish. Although, at an institutional level, the bilingual character of the minority schools in Thrace is clearly defined regarding both legal…

Mother Tongue Education (MTE), despite being the most reliable method of learning, is a challenge for the African countries that fail to implement MTE policies due to lack of resources, stakeholders' attitudes towards mother tongues, and lack of political will. Keeping in view the plight of the primary implementers of such policies, hence, this…

The aim of this research is to interpret and discuss the findings of qualitative research that has put forward the teachers' opinions, code switching and using L1 (First language) through a systematic research method in education called "meta-synthesis." As a result of this meta-synthesis research (N = 18), the teachers stated that they…

This study investigates the interplay among identity, language, and culture of six heritage language (HL) teachers at a Greek school in the German-speaking part of Switzerland. It applies the concept of "participative multilingual identity construction" and argues that in order for teachers to provide agency and opportunities to their…

This study employed qualitative research methodology to investigate pre-service teachers' perceptions of L1 use in language classrooms and their reflections on mentor teachers' L1 use during practicum. In this way, the purpose of this study is to obtain a new perspective on the mentoring process of pre-service teachers during practicum,…

This article seeks to understand the challenges of literacy acquisition under the Thematic Curriculum reform in Uganda, which introduced Mother Tongue instruction in lower primary. We compare teachers' perspectives from two central districts using Luganda and two peripheral districts using Ateso, drawing on a multi-layered approach to understand…