This study sought to explore the ideological and implementational spaces for mainstreaming multilingual pedagogies (MPs) in initial teacher education (ITE) policies and curricula across the European Union. The concept of linguistically sensitive teaching (LST) was used as a lens to examine inclusive, equity-centred MPs in ITE. A multi-sited…

In response to a growing call for developing flexible, multilingual spaces in dual language bilingual education (DLBE) programs, this paper explored how [Sánchez, M. T., O. García, and C. Solorza. 2018. "Reframing Language Allocation Policy in Dual Language Bilingual Education." Bilingual Research Journal 41 (1): 37-51.] translanguaging…

Purpose: The study is an elaboration on how a graduate student discursively navigates a research identity through lived experiences as an Indigenous Sámi and writings on Indigenous, as well as other suitable research paradigms informing research on digital technologies in education. The guiding question is how a strategy of inquiry to be used in a…

Lemko identity in Poland is contested in a number of contexts, including social, linguistic and political domains, among others. The members of this minority have to learn to negotiate multiple identities, not only from an in-group perspective but also in interactions with the majority community in Poland. This paper examines how the Lemkos…

Recent demand within the academy for language research that bridges different stakeholders renders the social relevance of research a factor in the academic competition for research funds [Curry, M. J., & Lillis, T. (2013). "Introduction to the thematic issue: Participating in academic publishing--consequences of linguistic policies and…

As in many former colonies, language policy and planning in Sri Lanka has been largely shaped by and continues to be overshadowed by its history of colonial rule. Sri Lanka experienced colonization under three different western powers for over four centuries. This situation was further muddied by the three-decades long ethnic-based civil war which…

Developing a standard for a minority language is not a neutral process; this has consequences for the status of the language and how the language users relate to the new standard. A potential inherent problem with standardisation is whether the language users themselves will accept and identify with the standard. When standardising minority…

The #RhodesMustFall (RMF) protests at South African universities (2015--2018) were the publicly visible manifestation of deep epistemic problems in the higher education (HE) sector, particularly around questions of whose knowledges are validated and whether these are reflective of students' lived realities. This exploratory research attempted a…

Most heritage language learners (HLLs) of Spanish cannot produce grammatical terminology, simple grammatical analysis, and/or simple grammatical items on demand. Possible causes are: the naturalistic manner in which language was acquired, lack of opportunities to learn basic concepts in beginning courses (because they were skipped), or the belief…

In many language policy and political theory discussions, there is an overt skepticism, and at times outright hostility, towards the ongoing maintenance of private and, especially, public multilingualism, particularly when these include/incorporate the languages of linguistic minorities. For linguistic minority individuals, ongoing multilingualism…

Underachievement among national minority group students in places of their compact residence in Ukraine makes them vulnerable to educational failure. This problem is noticeable in Chernivtsi Region of Ukraine where the multicultural character causes peculiar behaviour in politics, migration, economic and cultural activities as well as in…

This study investigates the effect of bilingualism on learning English as a foreign language (L3), examining the impact of manner and sequence of bilingual acquisition and learning as well as language use practices in language minority children. With a sample of 1295 German eighth and ninth graders (bilingual: n = 456, monolingual: n = 839), we…

This study examines how language-minority and language-majority students and their teachers created a community of practice which allowed for meaningful participation of diverse learners in literacy practices, within a high school context in which language-minority students were historically marginalised. Drawing from ethnographic data, interviews…

The aim of the Regional dossiers series is to provide a concise description of European minority languages in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers,…

The number of Mother Tongue-Based Multilingual Education (MTB MLE) programmes has increased in recent years, especially in the Asia-Pacific Region. The case study booklet in this MTB MLE Resource Kit describes programmes in Afghanistan, Nepal and Pakistan that are examples of what language communities can do to help their children prepare to enter…