The notion of multilingual students' first language has been advocated as a resource in mathematics learning for some time. However, few studies have investigated how implementing students' L1 in the teaching practice impacts multilingual students' mathematics learning opportunities. Based on a 9-month-long ethnographic study conducted in Iran, we…

This paper analyzes Nepal's language education policy from a decolonial perspective, examining how rights-based (neo)liberal ideologies and policies do not necessarily contribute to creating space, either ideological or implementational (Hornberger, 2005), for Indigenous languages in education. Drawing on the theory of "decoloniality"…

Informed by a postmodern perspective on language, culture and visual art education this article examines what a creative, visual art focus can bring to the experience of language-and-culture learning for secondary-age students of Arabic as a heritage language (HL). It builds on our previous research focussing on student interactions with works by…

A deeper interpretation of world language (WL) teachers' ideologies toward language learning and students' languaging practices can provide us with a different lens through which to understand teachers' teaching practices in language classrooms. This study adopts the attitude system of systemic functional linguistics (e.g., Martin & White,…

Through an ethnographic study that took place in highly diverse primary school classrooms in London and the East of England, UK, this book engages with teachers' perspectives and children's descriptions of their plurilingual experiences, as it explores what constitutes, hinders and potentially facilitates teachers' agency in multilingual…

This study explores the perspectives of the two authors, who have very different language backgrounds, reflecting the subtleties of first and additional language development. We distinguish between a 'literacy-track' (i.e. starting from written language) and an oracy track (starting from spoken language). We draw on duoethnography for our dialogic…

In this article, I share some of the findings from a community-engaged research project based at Autores Fuertes, a community literacy center, located in urban Philadelphia. Using an engaged, ethnographic case study approach, I conducted observations and interviews at the center, as well as taught translanguaging writing workshops. The findings…

Much recent research examines how teachers navigate language policy in dual language bilingual education (DLBE) classrooms (Cervantes-Soon et al., 2017; Palmer & Martínez, 2013). While previous work has illustrated that teachers' language use is varied and related to identity, little research has considered the role of emotions in this setting…

Translanguaging pedagogy is an approach to educational equity that harnesses multilingual learners' communicative repertoires (e.g., home languages, non-standard varieties, and gestures) by strategically incorporating them in the classroom to ensure students' active participation and meaningful learning. This paper proposes a research-informed…

This study investigated the impact of translanguaging pedagogy on the reading comprehension process of first-year students studying at an English department of a Bangladeshi public university. Through a two-pronged ethnographic research design, data were collected through classroom observation, pedagogical intervention, a semi-structured interview…

This qualitative, ethnographic research highlights how drama pedagogy using translanguaging-based Readers Theatre supports students learning English as an Additional Language or Dialect (EAL/D) to develop knowledge of language central to their engagement with learning (Authors, 2020). Using socio-spatial theory of Lefebvre (1991) and Soja…

Studies exploring grammar teaching in first and foreign language subjects in Scandinavia are very rare. In this article, we present findings from a focused ethnographic study (Gramma3, 2018-2019) of grammar teaching practices in the three major first and foreign language subjects at lower-secondary level (age 13-15) in Denmark: Danish L1, English…

Largely banished from language instruction following the adoption of communicative approaches, some researchers now encourage the use of translation as a valuable resource for the language classroom. While increasingly embraced in theory, there remains a need to better understand, through empirical research, the implementation of translation-based…

Using transnational literacies as the theoretical framework, this qualitative case study explores the transnational language and literacy practices of one female China-U.S. transnational adolescent, Meiyi, and her family. The data corpus includes critical ethnographic data generated over 3 years. Through data generation and analysis guided by…

The founding and inception of Coral Way's bilingual program marked the beginning of Miami's multilingual era, as well as the start of modern bilingual education in the U.S. As multilingual and multicultural Miami has evolved, bilingual programming has not remained a priority in the school district. This dissertation study examines how language…