In Ethiopia, English plays a crucial role in education, business, and government communication, serving as a compulsory subject and the medium of instruction from the ninth grade onwards. Despite its importance, English proficiency remains a significant challenge among both students and teachers, particularly in secondary schools. This study…

This quantitative research focuses on exploring and describing the beliefs of 418 in-service teachers on language teaching approaches and multilingualism in the South of the Basque Country. The findings report key factors and features of multilingual education in the region where Basque (minority language), Spanish (majority language), English…

This article focuses on the ever-increasing stress on multilingual education (MLE) in policy documents, especially its pairing with mother tongues in education (MTE). This focus brings into relief the relationship between MTE, the preservation of linguistic diversity and social democracy. We argue that the outcome of this relationship crucially…

Current research on language revitalisation through education has highlighted the impact of the standard language ideology on minoritised language practices. This ideology is intertwined with emerging literacy practices in language revitalisation, leading to debates on what to teach minority language students, and how. The paper argues that…

Teachers' English language ideologies play a crucial role in English language education reforms. It is important to understand how their ideologies evolve outside and inside the classroom. This paper explores how micro-level factors shape teachers' English-only ideology, encompassing both their beliefs and their associated pedagogical practices.…

This paper reports on the shifts in understanding experienced by participants in a postgraduate initial teacher education course designed around pedagogical translanguaging as a core theoretical and pedagogical concept. Throughout the semester-long unit, teacher education students engaged with culturally and linguistically responsive teaching…

The past decade witnesses a surge of empirical research on translanguaging in educational contexts of English medium instruction (EMI) and content and language integrated learning (CLIL). This systematic review analyses the methodological development, the theoretical underpinning and research themes of translanguaging in EMI and CLIL contexts. A…

Although research on content and language integrated learning (CLIL) has shown that CLIL instruction may enhance students' second or foreign language learning compared to regular foreign language instruction, there are also studies that have indicated similar language development between CLIL and non-CLIL students. However, CLIL can be organized…

The importance of addressing the linguodidactic problems of intercultural communication in the multilingual educational space of the Republic of Kazakhstan lies in the fact that by 2021, the Programme of trilingual education in the region, adopted for implementation in the early 2000s, will have reached its final stage. The purpose of this study…

This study investigates teachers' beliefs and practices in implementing CLIL in an Indonesian primary school context. Drawing on narrative inquiry, fruitful themes and subthemes were generated from the thematic analysis of teachers' stories, representing their teaching experiences in CLIL classes. Involving four CLIL teachers with 5--11 years of…

The present study explores the perspectives and instructional approaches adopted by five university English as a Foreign Language (EFL) teachers in Thailand about using translanguaging pedagogy in monolingual English instruction. Examining the concept of translanguaging pedagogy and framed in an exploratory-descriptive qualitative research design…

This article offers a decolonial reading of professional development for English-medium instruction (EMI). The article zooms into the context of Taiwan, where the promotion of EMI has intensified since the 2030 Bilingual Policy was introduced. It is unclear, however, what constitutes EMI professional development, and to what extent the…

Introduction: Today, classes made up of learners with different linguistic backgrounds are a reality in many countries, including South Africa. Thus, this study was driven by the need to explore the various preconditions that must be met for the inclusion of home languages in an English First Additional Language context in the Further Education…

The volume offers a collection of the most recent research coming from scholars and practitioners in the field of multilingualism research in various contexts of natural/immersion environments, school/formal instruction, grounded in multilingual societies and individual multilinguality of semi-monolingual countries. The studies included in the…

In Hong Kong, Chinese and English are considered separate mediums of instruction. English immersion is expected for schools that teach with English as the medium of instruction, and direct instruction in Chinese is often used to teach English in Chinese medium schools. Evidently, a great divide persists in the Hong Kong government curriculum. In…