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…

Language teachers cannot help their students develop high levels of metalinguistic knowledge and language aptitude if they themselves are found lacking in these abilities. This article reports on a study that utilised a descriptive correlational mixed-methods research design to gather data from 89 multilingual teachers of English, Chinese, French,…

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…

Teachers' accents have become important in World Englishes (WE) and English as a lingua franca (ELF) studies. However, limited studies investigate how English teachers view their accents and how such perceptions affect their teaching practice. This study uses narrative inquiry to explore two Filipino English language teachers' perceptions and…

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…

Background: The article critiques the monoglossic ideologies that dominate current educational practices in South Africa, which often marginalise indigenous African languages and fail to facilitate the dynamic multilingual realities of learners. It examines the impact of English language pedagogies in multilingual settings, particularly in South…

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…

Intercultural language pedagogy goes beyond native speaker and target culture norms. Using an intercultural lens, this study examines the extent to which native-speakerism and authenticity inform the pedagogic belief and practice of Indonesian high-school teachers of English as a foreign language (EFL) and in particular how first language use…

To inform the design of humanizing pedagogies that draw on the whole of learners' linguistic resources, educators must come to know students as language users, and, more centrally, support students to become aware of the dynamism of their own linguistic repertoires. We highlight one instructional approach--"linguistic cartography"--for…

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…

Translanguaging theory and pedagogy have emerged as central to the recent multilingual turn in educational linguistics and language teaching, including ELT. This article will explore translanguaging from theoretical and practical perspectives, aiming to clarify what it is and is not claiming, and what types of pedagogic practice it advocates, both…

In this study the author combines translingualism and raciolinguistic perspectives to analyze the language ideologies and idealized listening/reading subject positions that undergird discourses on English language teaching in Pakistan. Drawing on data from national policy documents, the national curriculum for English, and English proficiency…

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…

Classrooms across the world are becoming more diverse, forcing mainstream teachers to accept responsibility for teaching second language (L2) learners. As a result, pedagogical translanguaging has come to the fore as a potential practice to help L2 learners perform academically. In South Africa pedagogical translanguaging had not previously been…

While the importance of linguistically responsive teaching (LRT) in multilingual classrooms is well documented, preservice English teachers' conceptions of LRT and the pertinent sociocultural processes that shape their LRT conceptions and practices remain under-researched. Qualitatively examining the experiences and understandings of 15 preservice…