This article aims at a further understanding on the role of formal language education in immigrants' inclusion and identity redefinition in a new society. We analyze adult immigrants' perspectives on education in Icelandic as a second language (ISL) by conducting a cross-analysis of a survey and various ethnographic studies. Many immigrants in…

This article explores how teachers and learners in a Dutch as Second Language (L2) classroom in the Netherlands make sense of themselves, one another, and thereby of the diversity encountered in the class, through practices of categorisation and positioning regarding nationality, place, and culture. Categories raised during class gain meaning in…

This ethnography examines how teachers interpret and enact language-in-education policies in an adult ESL classroom in the United States, where students simultaneously received job training as Certified Nursing Assistants (CNAs). We draw on postmodern and interpretive lenses from the ethnography of communication, considering how workforce-oriented…

The foreign language classroom affords conversations related to heteronormativity, language, and power, but instructional approaches often center upon discrete aspects of grammar and vocabulary. Teaching Proficiency through Reading and Storytelling (TPRS) disavows such approaches, instead utilizing personalized questions and co-created stories.…

This article discusses a Saudi female student's experiences in the United States over two years, focusing on the process of negotiating and constructing her gender identity. The analysis addresses her conflicts and struggles with Saudi gender ideologies in and out of classrooms. Examining the intra-group conflict concerning gender and culture in…

This study explores the perceptions of integration and cultural identity redefinitions expressed by Chinese adult learners of French as a second language (FSL) in Quebec (Canada). We present their reflections from their perspective of learning and using French, Quebec's main language. Interviews were conducted in French with 15 newly-arrived…

This paper describes 3 language learning approaches common in many urban and rural Ojibwe communities, as well as the ideologies of endangerment that drive and sustain them. Drawing from collaborative language revitalization work with teachers, learners, and community leaders, we analyze some of the teaching and learning practices that lead to the…

This study looks at how language ideologies affect and are revealed in language socialization practices in a majority-L1 adult ESL classroom, particularly looking at language use and policy. It draws on recent theories and critiques of language socialization (Bayley & Langman, 2011; Bronson & Watson-Gegeo, 2008; Garrett &…