Higher education institutions in the Philippines are directed to teach mathematics in only English or Filipino, implying that code-switching for instruction is neither promoted nor encouraged despite teachers' and students' multilingualism. This is true for other multilingual countries with English as an official language. However, literature…

This study examines utterances--either words, phrases, or sentences--that instructors initiate and students later appropriate for their own purposes and interests in different sequential contexts. We name these utterances "shared codes" because they occur repeatedly in classroom interactions and gradually take on meanings unique to class…

This study employed a mixed-methods approach to explore the attitudes of second language (L2) learners and L2 teachers toward the use of learners' first language (L1) in L2 classrooms. Interview data were collected from Japanese college students (n = 91) and their English teachers (n = 9) to identify salient themes related to the reasons for…

Translanguaging and codeswitching are frequently employed in second/foreign language classrooms. Though the differences between these two practices have been examined from a conceptual perspective, the potential of translanguaging as a pedagogical resource has not been empirically addressed. This article opens with a concise comparison of…

Interest in formal Nuosu Yi language programmes has been waning in Liangshan, China, even though Nuosu Yi continues to be widely spoken among Yi residents. In this paper, we adopt Hornberger (2004. "The Continua of Biliteracy and the Bilingual Educator: Educational Linguistics in Practice." "International Journal of Bilingual…

Although there is a body of research on the teacher first language (L1) use in English-medium-instruction (EMI) classrooms, very little research has probed into how international students perceive local teacher L1 use and their learning practices in the English as a lingua franca (ELF) context. To address the gap, the present case study explored a…

Background: The growing population of students that are learning science through a Content and Language Integrated Learning approach (CLIL) has led to concerns about these students' ability to fully participate in a rich classroom discourse to develop content knowledge. A lack of information about science development through classroom discourse in…

A growing number of studies have explored the ways how teachers contingently respond to students' unexpected responses or a lack of student responses in second language classrooms. From a sociocultural perspective, teacher contingency involves a departure from the lesson plan in local response to the unexpected or unforeseeable actions in the…

This article presents a case study of a dual-language learner (DLL) preschooler in three classroom conversations: whole group, small DLL group, and a teacher-child dyadic conversation. By comparing the student's interactions across three contexts, the authors show how dyadic conversations between teachers and students can foster the oral language…

This article presents a case study of a dual-language learner (DLL) preschooler in three classroom conversations: whole group, small DLL group, and a teacher-child dyadic conversation. By comparing the student's interactions across three contexts, the authors show how dyadic conversations between teachers and students can foster the oral language…

This paper explores the efficacy of implementing bilingual education in the Foundation Phase in South Africa. Doctrinal analysis was used as a data collection tool wherein English and Xitsonga were both used as mediums of instruction in the Foundation Phase. To acquire empirical evidence used to add doctrinal data, eight contact sessions were…

This study investigates how five teachers of multilingual learners (MLLs), working in an officially English-centric school district, make sense of a reading curriculum based in translingual pedagogies, or instruction that builds on language and languaging practices (e.g., language brokering, translation, and codemeshing) familiar to multilingual…

The growing number of multilingual classrooms led by monolingual teachers necessitates the use of research-informed strategies and methods. Translanguaging, the practice of encouraging students to use their full repertoire of languages to collaborate and respond, is gaining momentum in Emergent Multilingual pedagogy. The following dimensions of…

The scope of the paper is to analyse Namibian mainstream primary teachers' practices in the multilingual context they work in. As teachers have a central role in implementing language policies, their practices either support or impede learning as well as learners' multilingual identities. Multilingual practices entailing rich scaffolding and…

Equity-focused calls for elementary education reform recognize the importance of student and teacher translanguaging, yet nuances of how this process unfolds in early childhood science is an underexplored area. This study examines young plurilingual children's participation in science investigations, with a view toward understanding how open-ended…