This paper looks at how the promotion and usage of translanguaging practices in the teaching process facilitates learning Greek as a L2 by unaccompanied minor refugee students in a class of non-formal education. Drawing on ethnographic data the present study examines how educational interventions that were designed following the principles of…

This study explores the responsiveness of an elementary teacher's support for emergent bilingual students by examining the connections between the teacher's assessment expertise, formative assessment practices, and emergent bilinguals' unique language needs in math classes. The study, which investigated the indicators that characterize a…

Pedagogical strategies intended for monolingual classes may not adequately address the educational needs and aspirations of culturally and linguistically diverse learners, as multilingual and bilingual learners differ from monolinguals. This article sought to understand multilingual teachers' pedagogical approaches to helping non-speakers of the…

This qualitative research seeks to understand L2 student writers' perceptions of writing anxiety when drama-based pedagogy and linguistic guidance are provided. This study draws on a qualitative analysis of 22 English-as-a-foreign-language (EFL) students' episodes of dramatic presentations, reflections, interviews, and English essays collected…

The term translanguaging goes back more than a quarter-century, originating in the domain of the teaching of Welsh, but it has over the years developed a wide variety of usages. While translanguaging is claimed to have advantages over other language education models, many of its new interpretations, which take it some distance from its original…

Several language dichotomies -- particularly the pervasive idea that "academic" language distinctly contrasts with "social" language -- have dominated teachers' thinking and discourse about language-related instructional practices in recent decades. Many researchers now question ramifications that binary thinking about language…

This paper investigates seven early education practitioners' attitudes toward multilingual activities and translanguaging as well as their actual practices in Luxembourg. They took part in a professional development comprising a course, coaching, and regular meetings to deepen their understanding of multilingualism and language learning, and…

Plurilingualism is an inclusive language teaching approach to sustain multilingual societies, but there is little investigation on teacher candidates' (TCs) beliefs and challenges before and after its implementation. This interpretive qualitative study introduced plurilingualism in teacher education at a Canadian university. Sixteen TCs…

The ways in which educators talk about diversity, and specifically about linguistic diversity, reflect underlying beliefs about language in society and influence teaching practice. Semi-structured interviews with 55 high school teachers in the Netherlands were analyzed qualitatively in order to identify teachers' discourse patterns related to the…

When considering access to broader learning opportunities beyond the core curriculum for Culturally and Linguistically Diverse Learners (CLDLs), the world language classroom is rarely a space that offers such access, despite the fact that CLDLs should have as much access to the development of multilingualism through school curricula as dominant…

Translanguaging in classrooms opens spaces for multilingual students to engage in learning across the full range of their linguistic repertoire. We argue that one result of translanguaging pedagogy is that it can transform the talk-for-learning in the classroom and create a corriente or flow of ideas that is more free and less constrained than…

All disciplines have particular ways of knowing, common practices, and means of using language that mediate and potentially support engagement with the discipline. For multilingual learners, language demands of a discipline can be a closed door or a facilitated entryway. Drama and theater arts, the focus of our article, are often marginalized in…

As Spanish heritage courses multiply all over the United States, the need to reexamine the curriculum and pedagogical approaches that are most appropriate to meet instructional goals is becoming increasingly pressing. Although several researchers have called for developing students' critical language awareness (CLA) in the Spanish heritage…

This case study examines the use of the Sheltered Instruction Observation Protocol (SIOP®) Model as a framework in the design of an in-service training to answer CLIL teachers' methodological needs to integrate content and language. The study also analyzes teachers' receptiveness of the use of SIOP in a CLIL bilingual program to facilitate the…

In a present-day global world, immigrant communities manage multiple cultural and linguistic contexts. To better understand these cross-cultural connections, and bridge the fields of linguistics and transnationalism, the present study analyzes the interconnection between language use and symbolic transnationalism among heritage speakers of…