In this article, we make a case for incorporating translanguaging pedagogy into the framework of Culturally Sustaining Pedagogy (CSP). Drawing on data from a one-year ethnographic study of an adult ESL program, we show how teachers believed in and attempted to create spaces for translanguaging and CSP but in practice fell short. We conclude that…

Although people may readily refer to Britain, Canada, Australia, New Zealand, and the U.S. as Anglophone countries, recent demographic and sociolinguistic profiles of these countries indicate that they are actually both Anglophone and multilingual, and in some of their cities, even more multilingual than Anglophone. Recent research also indicates…

This book discusses multiple aspects of Chinese dual language immersion (DLI) programs, with a focus on the controversial Utah model. The first part of the book focuses on the parents, teachers, and school administrators. It looks at the perceptions of the three groups toward the Utah model, how they build a supportive DLI classroom with an…

Code-switching or using a native language (L1) is commonly employed in an EFL classroom to facilitate comprehension to low-proficiency learners. However, in a context where teachers and learners do not share the same mother tongue, it causes some challenges to language teachers. As teachers' beliefs directly influence their practices, and research…

This article draws upon a small moments writing strategy to support language teacher educator learning as a form of reflective practice. Three language teacher educators formed a community of practice to analyze audio recordings of a graduate level TESOL course focused on dynamic bilingualism and translanguaging to identify opportunities where a…

India's linguistic diversity is reflected in classrooms across the country, where multiple languages are used by teachers and learners to negotiate meaning and instruction -- a multilingual, multicultural student body is the norm, whether in urban or rural contexts. This study documents teaching practices in English language and maths lessons in…

Codeswitching, which has become the subject of much debate and controversy among different scholars due to its pros and cons, is commonly employed in English as foreign language (EFL) classrooms. However, scant attention has been given to the functions and reasons of teachers' codeswitching in the Ethiopian context. In an attempt to fill this gap,…

This article reports on findings from a larger study that explored the promise of translanguaging pedagogies at two public and two private universities in Bangladesh. Four language learning and four content acquisition courses offered in the first year of undergraduate programmes were observed. A 'Russian doll approach' was employed to analyse the…

Informed by the stories of transnational youth's participation in massive multiplayer online role-playing games (MMORPGs) in Mexico, this study explores the language/identity development and successful (re)integration of these youth in Mexican schools and communities. Drawing on students' voices, we utilize a multimodal systemic functional…

This volume focuses on glocalization in English language teaching and learning, examining the challenges of its implementation. It describes the innovative practices of multilingual TESOL practitioners from various parts of the world, offering nuanced perspectives on how to glocalize teaching methods, curricula, materials, and teacher preparation.…

This article highlights research collected during a year-long critical participatory ethnographic study at a primary school in Trinidad and Tobago. The study presents the experiences of two teacher collaborators who engage in the processes of problem identification, design and implementation of a language-friendly plan, reflective practice and…

This article offers a rigorous and forward-looking examination of contemporary research directions and transformative trends within the fields of TESOL (Teaching English to Speakers of Other Languages) and TEFL (Teaching English as a Foreign Language). Positioned at the intersection of rapidly evolving technologies, innovative pedagogies, and…

When teaching multilingual learners, it is critical for teachers to use instructional strategies that engage and nurture language and biliteracy skills. In this practice-based paper, we address how teachers can utilize translanguaging strategies to recognize and build multilingual practices while offering all learners opportunities to share their…

Although the potential of English as a Medium of Instruction (EMI) for intercultural learning and teaching is acknowledged, few studies have explored the teaching of culture in EMI programmes in higher education contexts. Thus, this study examined the perceptions and practices that six EMI teachers from a variety of disciplines have of culture and…

This study aims to explore a teacher educator's perceptions and practice of translanguaging in his education classrooms as a teacher of English as a medium of instruction (EMI). Adopting a qualitative case study approach, the research revealed that the teacher educator used three translanguaging strategies (i.e. integrating academic discourse with…