Taking a multi-level perspective on language-in-public-space policy, this study investigates the way Tunisia's dominant languages are dealt with in three independent but interrelated activities of language policy: official texts, public talk, and the actual practices of business actors in five commercial districts in metropolitan Tunis. Detailed…

This paper argues that descriptions of Sri Lankan English (SLE) are influenced by ideologies of linguistic racism and coloniality through an examination of the possible reasons for their neglect of Burgher English -- an underprivileged variety of SLE spoken by a minority community. Although descriptions of SLE identify different categories of the…

Several language dichotomies -- particularly the pervasive idea that "academic" language distinctly contrasts with "social" language -- have dominated teachers' thinking and discourse about language-related instructional practices in recent decades. Many researchers now question ramifications that binary thinking about language…

Emergent bi/multilingual children have historically been afforded few opportunities to engage dialogically with peers and teachers in posing authentic questions and co-constructing interpretations of texts as their reading instruction has traditionally been skills driven. Additionally, more recent scholarship has identified increased opportunities…

Pedagogical strategies intended for monolingual classes may not adequately address the educational needs and aspirations of culturally and linguistically diverse learners, as multilingual and bilingual learners differ from monolinguals. This article sought to understand multilingual teachers' pedagogical approaches to helping non-speakers of the…

Translanguaging in classrooms opens spaces for multilingual students to engage in learning across the full range of their linguistic repertoire. We argue that one result of translanguaging pedagogy is that it can transform the talk-for-learning in the classroom and create a corriente or flow of ideas that is more free and less constrained than…

As a response to the migratory movements initiated at the end of the past century in Catalonia (Spain), its educational system aims to promote interculturality and multilingualism as a way to achieve social cohesion. For this purpose, it is important to improve our understanding of the linguistic acculturation preferences endorsed by local…

The ways in which educators talk about diversity, and specifically about linguistic diversity, reflect underlying beliefs about language in society and influence teaching practice. Semi-structured interviews with 55 high school teachers in the Netherlands were analyzed qualitatively in order to identify teachers' discourse patterns related to the…

This paper looks at how the promotion and usage of translanguaging practices in the teaching process facilitates learning Greek as a L2 by unaccompanied minor refugee students in a class of non-formal education. Drawing on ethnographic data the present study examines how educational interventions that were designed following the principles of…

Teachers' language ideologies shape their classroom language policy-making, which in turn shapes students' opportunities to learn. Attention to language ideologies is therefore critical for teacher educators who seek to support pre- and in-service teachers in becoming pro-multilingual policymakers. This mixed methods, survey-based study explores…

We examined semiotic exchangeability in pop-up glossary translations and illustrations used as supports for second language learners (SLLs) in computer-administered mathematics tests. In a sample of 516 mathematics items, Grades 3-8 and 11, from a large-scale assessment program in the US, test developers identified terms that could be translated…

There is growing recognition about the importance of studying teacher agency in working with Linguistically Diverse Students (LDSs) after No Child Left Behind (NCLB) and Every Student Succeed Act (ESSA) given that the high-stakes testing and accountability system, required by NCLB and largely maintained by ESSA, have exerted negative effects on…

This case study examines the use of the Sheltered Instruction Observation Protocol (SIOP®) Model as a framework in the design of an in-service training to answer CLIL teachers' methodological needs to integrate content and language. The study also analyzes teachers' receptiveness of the use of SIOP in a CLIL bilingual program to facilitate the…

Chinatowns, as neighborhoods for overseas ethnic Chinese, have garnered considerable scholarly attention from linguistic landscape (LL) researchers in recent years. These investigations tend to treat old immigrants who have been tied to the neighborhoods for generations as the key text producers of LL, with far too little attention paid to the LL…

This article argues that multilingual locales with minority, national and global languages at hand can become a site where meaning of social experience is negotiated and contested, and the role of minority languages can be reconceptualized. More specifically, using the example of Tatar, a minority language in Russia, as well as the framework…