As migration and demographic change reshape classrooms across the world, educators have increasingly looked to translanguaging pedagogies as a way to engage minoritized speakers in more equitable a...

Many English-medium instruction (EMI) students expect increased job opportunities due to studying a regular academic subject through the medium of English. The expectation is linked to the developm...

This study delves into the language ideologies that are embedded in and shape Greek heritage language education (HLE) in Sweden. More specifically, it examines the role and value assigned to langua...

This article explores student teachers’ motivations for entering teacher education and to pursue a degree in teaching the Swedish L1 subject. Using Q methodology, the study examines how 58 newly ad...

As English-medium instruction (EMI) expands in higher education, reading plays an increasingly central role in students’ academic participation. However, EMI research often frames reading primarily...

English an Additional Language (EAL) learner success is often narrowly defined by academic testing. However, there are diverse perspectives on what constitutes success, especially when viewed from ...

Long-Term English Learners (LTELs) remain classified as ELs for five or more years, often due to standardized testing and restrictive reclassification procedures. This prolonged status has high sta...

What happens when a complex concept such as translanguaging travels widely and begins to permeate language education at scale? To understand the uptake and transformative potential of translanguagi...

Within current developments in grammar education, students are encouraged to engage in reflective, explicit and creative thinking about language structure. Although didactic models frequently invok...

Students increasingly participate in digital and AI-mediated activities outside school, accessing knowledge through multiple languages. However, CLIL (Content and Language Integrated Learning) peda...

Pedagogical translanguaging offers a well-established orientation for supporting multilingual learners, yet teachers in intensive English programs often struggle to operationalize these principles ...

Calls to foreground linguistic understanding as powerful knowledge raise a pressing question for teacher education: how do future L2/L3 teachers mobilise metalinguistic reasoning in ways that matte...

Linguistic reasoning and inquiry-based learning have increasingly been recognized as central to L1 language education. In Türkiye, however, grammar instruction in schools and teacher education has ...

This article examines how students perceived inclusion during a six-week implementation of Critical Collaborative Dialogue (CCD) in an Australian Year 5/6 classroom. Drawing on students’ post-discu...

Research on academic discourse socialisation (ADS) has predominantly focused either on a broad spectrum of learning throughout university life or on specific tasks that treat oral and written acade...

This qualitative case study examines how multilingual college students’ language ideologies informed their approaches to translanguaging pedagogy in an interactive read-aloud video project. Eight m...

This article critically examines the persistence of deficit orientations towards student writing across time and geolinguistic contexts. Drawing on the Academic Literacies theoretical framework, we...

Translanguaging is increasingly used to describe how multilingual users make meaning by drawing across languages and modalities, and has been advanced as a socially-just pedagogy. Yet, recent criti...

Writing centres in multilingual South African universities offer critical spaces for examining students’ language use in academic writing development, where consultations often feature explicit met...

This study explores the pedagogical potential of plurilingual education through the use of recipe translation tasks in two undergraduate language classrooms: an English-medium class in South Korea ...

This study investigates in-service elementary school teachers’ emotion labor and the ways in which they resist emotion labor and exert agency when teaching young multilingual immigrant students. Wh...

English-dominant universities are structured by monolingual ideologies that obscure how multilingual students actually learn, participate, and sustain academic work. This qualitative study examines...

Dual language bilingual education (DLBE) and Dual Language Immersion (DLI) programs have burgeoned, yet studies, policies, and program models remain overwhelmingly centered on Spanish as the partne...

This article introduces the framework of “Decolonial Epistemic Emotions” (DEE), which refers to affective responses that are colonially critical, delinking-motivated, power-literate, and resistant ...

To address the impact of international migration on larger economies and the increasing demand on local teachers to teach multicultural and multilingual learners (MCMLLs), this study investigates t...

This page provides guidance on permissible scenarios for AI use in your research workflow and writing process.

Greek complementary schools (GCSs) in the UK are widely understood as institutions for maintaining Greek language and culture among the Greek Cypriot and Greek diasporic communities in Britain. How...

This study explores general education teacher candidates’ (TCs) pedagogical knowledge (PK) of translanguaging and their perceptions of their enactment through microteaching. While research on how T...

This study adopts the long-established SLA concept, focus on form, in investigating the degree and characteristics of attention to language during teacher-whole class interaction embedded in conten...

In many educational settings, grammar is still taught ineffectively through traditional rules of thumb and isolated sentence analysis. Alternative methods, like the metaconceptual approach, seem ef...

Language teacher advocates often confront emotional tensions produced by monolingual schooling, yet less is known about how such tensions become, or fail to become, agency in everyday teaching cont...

Although teacher emotion has received growing scholarly attention, limited research has examined how teachers emotionally respond to teaching multilingual students through translanguaging pedagogy....

Published in Language and Education (Ahead of Print, 2026)