Educational systems worldwide underscore the importance of developing higher-order thinking skills (HOTS) to prepare students for the new challenges of the XXI century. Some pressing issues faced by educators include the ambiguity of the construct; the implementation of HOTS in classroom practices; and the implications for teaching students from…

Using a qualitative case study design and applying a sociocultural theoretical perspective, support for self- and co-regulated learning in an elementary Spanish and English dual-language classroom was documented. The multi-age classroom comprised 33 students acquiring English and Spanish, at school (52% female students; 20 fourth grade and 13…

In this article, we present a qualitative investigation which was conducted as part of a project on school development in the field of multilingualism in Germany. In order to gain insight into the relationship between primary school teachers' language experience and their practice regarding the inclusion of pupils' home languages at school,…

Dialogic approaches to pedagogy have received increased attention in educational research in the past decades. Despite the substantial body of research on the quality of classroom talk, the secondary education context still remains less explored. The aim of the paper is to contribute to our understanding of dialogic practices in this context with…

Research in educational linguistics is now challenging the efficacy of monolingual approaches that often dominate educational practices in multilingual settings. In most African nations where multilingualism is the norm, there remains a persistent reluctance by educational stakeholders (principals, teachers, parents, and students) to embrace…

There is a recognised need for multilingual pedagogies as these capitalise on children's resources. Language policies calling for monolingual or multilingual policies are, however, not easily translated into pedagogical practices. Teachers play a crucial role in the process of policy implementation because they negotiate policies and adapt them in…

Despite Colombia's official recognition of its ethnic and cultural diversity, it has yet to develop in practice an inclusive educational vision involving the recognition of diversity, as well as promoting the country's insertion within the global market. Garcia et al. acknowledge the importance of "cultivating" students' diverse…

Research involving the plurilingualism of young people has begun to focus upon how we must re-conceptualise language learning to acknowledge the language resources of children with plurilingual experiences. This is particularly important in countries like Australia with a traditionally monolingual mindset embedded in policy, education, and the…

In the context of increasing linguistic and cultural diversity in Australian schools, it is important to consider the value of students' multilingual resources for learning. This paper reports on an ethnographic case study conducted in an Australian metropolitan secondary school where the student body represented more than 40 cultures and…

In this article, we examine a faith teacher's reflections on faith literacy teaching and learning and how they shaped his pedagogy in the context of Hindu/Saiva religious instruction classes for students of Sri Lankan Tamil heritage. The data are part of a larger multi-site three-year team ethnography of children's faith literacy learning in…

This study focuses on how teachers construe and give meaning to a pedagogical experiment in which the use of the home language in a primary school in Flanders was permitted in order to acknowledge the urban multilingual realities and resources of the pupils and to turn them into didactic capital (functional multilingual learning, FML). Using…

The transmission and dissemination of knowledge in Aboriginal societies for the most part occurs orally in an Aboriginal language or in Aboriginal English. However, whilst support is given to speaking skills in Indigenous communities, in our education system less emphasis is given to developing equivalent oral communicative competence in Standard…

Through a case study of a first-language English teacher's approach to teaching writing, the significance of conceptual and affective beliefs about grammar for pedagogical practice is explored. The study explores a perceived dichotomy between grammar and creativity, examining a belief that attention to grammar is separate and secondary to the…

The present study evaluates the impact of the fine-tuning medium of instruction (MOI) policy in Hong Kong in the early stages of its implementation. It explores the key stakeholders' perspectives on a school-based policy via a case study, which gathered multiple sources of qualitative data (i.e. focus groups/interviews, open-ended questionnaires,…

When teachers and school librarians choose picture books for multilingual children, they often base their choice on an evaluation of linguistic comprehensibility, content familiarity and cultural appropriateness. This means that postmodern picture books may be excluded. This paper presents a case study of multilingual children's encounter with a…