This study investigated the role of dynamic written corrective feedback (DWCF; Evans, Hartshorn, McCollum, & Wolfersberger, 2010; Hartshorn & Evans, 2015; Hartshorn et al., 2010), a mode of providing specific, targeted, and individualized grammar feedback in developmental English as a second language (ESL) writing classes (pre-first year…

This article features a culturally sustaining practice that many early literacy teachers can adapt and use: "la historia de mi nombre"/the story of my name. The practice is described in the context of a second-grade bi/multilingual class as the Latinx students are learning about their names through culturally authentic literature,…

The purpose of this study is to understand how institutional language managers make and legitimize decisions about language choice on state websites. The focus lies on state institutions in two technologically advanced European nation-states: Estonia and Norway. The analysis is empirically based on interviews with employees at the institutions who…

This paper explores the language views and practices of postgraduate student-teachers attending a distance-learning Master's Programme of a Greek University, entitled "Language Education for Refugees and Migrants" (LRM). Teachers and professionals working with language learners in linguistically diverse contexts make up an interesting…

Purpose: Despite the formal political decolonization of much of the world, the colonial legacy continues to prevail around the globe, in particular in the Global South. This article explores the interface of language, education and citizenship in Mozambique, with special reference to the role of education and language ideologies in forging the…

The goal of this article is to examine intercultural experiences and the cultural identity reconstruction of Chinese international students in Germany by focusing on their cultural learning, and use of multiple languages including English as a lingua franca (ELF), German and Chinese. Three rounds of individual interviews over 1 year were conducted…

This article explores how a cohort of tertiary-level Uyghur students contested and negotiated their identities through multilingual practices in the receiving community. Drawing upon interview data from fieldwork, this study indicates that these students experienced essentialist understandings and negative views in the host society. Participants…

This article analyses the effects of the language policy in Catalonia on the transition of immigrant students to upper secondary education in Barcelona by focusing on the language learning experiences and academic trajectories of two case-studies of Pakistani students whose communicative resources remain invisible despite the official celebration…

This paper reports on the diversity of languages displayed in the linguistic landscape of Julfa district, a largely Armenian dominated area, in the city of Isfahan in Iran. The data included a corpus of 323 photographs taken from the top-down and bottom-up signage in this quarter of the city. Ethnographic fieldwork was also conducted to reach a…

Though Cantonese has been spoken in the United States since the 1880s, very little is known about the attitudes of younger Cantonese speakers and learners and their ideas about their bi/multilingual identities. We fill this gap by reporting findings from focus group interviews with 14 fourth and fifth graders attending a Cantonese-English DLI…

The present research examines the role of metalinguistic awareness (MLA) in positive transfer from a second to a third language. The main focus is on levels of metalinguistic reflection which emerged from the analysis of think-aloud protocols (TAPs). Previously, a reflexive dimension of MLA was established by means of the "Test d'habiletés…

Cross-sector competencies are employability knowledge, skills, and dispositions that--along with academic and career-specific skills--make up a career-ready graduate. As schools work to prepare students for success in a rapidly changing economy, they need to have clear and measurable definitions of what students should know and be able to do in…

With reference to Eva Hoffman's Lost in Translation (1989) and four other texts I examine how translingual writers represent experiences of bringing what Hoffman calls 'terms from elsewhere' into dominant cultural dialogues. Alongside Hoffman's memoir I consider BulgarianFrench philosopher Tzvetan Todorov's "Bilinguisme, dialogisme et…

Throughout her career, Nancy Huston has both accepted and transgressed the limits of bilingualism. "Limbes"/"Limbo" (1998), "L'empreinte de l'ange" (1998), "The Mark of the Angel" (2000), "Danse noire" (2013), and "Black Dance" (2014) are five texts that demonstrate Huston's diverse use…

This paper overviews issues relating to the role of ideologies and attitudes in multilingual education (MLE). It argues that ideologies and attitudes are constituent parts of the language planning process and shape the possibilities for multilingualism in educational programmes in complex ways, but most frequently work to constrain the ways that…