We compare language policing in two educational contexts in England: mainstream schools and complementary schools. We draw on a varied dataset (policy documents, in-class observations, interviews) collected from mainstream schools and Greek complementary schools in London. We find similarities in how the two types of schools control, regulate,…

An important first step to globalizing and decentralizing foreign language education is to clarify current language teachers' perceptions of language varieties and how these perceptions influence their pedagogy. The present study looked at English and French language classrooms in K-12 and university settings in the United States to compare…

Our country, which is today the Dominican Republic, is a Spanish speaking country due to the historical and well known fact that the then Hispaniola Island or Santo Domingo was split into two different colonies by effect of the Aranjuez Treaty (1777), held between the two Colonial Metropolis of Spain and France thus establishing the French…

This qualitative Metasynthesis sought to identify and critique how the application of culturally responsive pedagogy/teaching methods and practices transform the opportunities of learning experiences in K-12 urban school classrooms. The critical race theory, culturally responsive pedagogy/teaching and constructivist learning theory were use as the…

Despite recent calls to more fully incorporate multimodal perspectives into literacies research, there is still limited scholarship examining how students critically engage in reading activities by drawing on embodied practices. Racially and linguistically minoritized students are particularly disadvantaged by dominant logocentric and…

Demographics in the United States are rapidly changing. It is projected that by the year 2050, the minority population of the country will instead be the majority (Craig & Richeson, 2017), and according to the Pew Research Center (2019), in some areas of the country, this is already the case. With changing demographics in the United States…

The study describes a pedagogic adaptation of the matched guise technique with the aim to raise linguistic self-awareness of L2 accentedness stereotyping effects among Swedish pre-service teachers. In the experiment, 290 students attending teacher training programs were exposed to one of two matched guises, representing either L1 accented Swedish,…

This paper provides an overview of UK Arabic language teaching in supplementary and mainstream schools from available research papers and provides a synopsis of recent developments in supporting Arabic teaching at school level and pathways to Higher Education. The largest study cited is the 2016 research collaboration between the British Council,…

The current Finnish core curriculum requires all teachers in basic education to be linguistically responsive. However, studies on the linguistically responsive practices used by teachers are scarce. The frequency with which teachers (N = 820) use 21 linguistically responsive practices was investigated through data that were gathered via an online…

The literary museum tradition in Norway is dominated by a historical-biographical and site-specific approach to museum education. The Centre for Norwegian Language and Litterature, with its three museum departements, has choosen a different approach. By narrowing literature to patterns, ideas, and emotions and addressing current cultural…

In Scandinavia, plurilingualism has been embraced as an important goal in language curricula. However, research shows that teachers struggle to understand what plurilingualism is and how it can be implemented. To address this lack of clarity, we analysed the curricula for the three main language subjects of schooling in Denmark, Norway, and Sweden…

This article aims to visibilise the opportunities for decolonising standardised language practices for multilingual students learning English as an additional language or dialect (EAL/D) in Australian schools. We suggest that a decolonising approach to language education would value the multilingual, non-standard, and diverse language practices of…

Testing is increasingly recognized as a vital part of language revitalization. I demonstrate here that assessment of linguistic knowledge should also be part of the planning process that precedes the creation of a revitalization program. I take as an example Jejueo, the language of Korea's Jeju Island. Whereas previously published work…

Perspectives from educators and students elucidate how systemic language discrimination and oppression (i.e., linguicism) are perpetuated in the New York education system, even though it has one of the most comprehensive approaches to supporting multilingual students in the nation (Sugarman, 2016). The legacy of teaching English as a colonizing…

In this paper we propose that posthuman and decolonizing perspectives on difference might provide a foundation for English as an additional language (EAL) teacher education programs. We briefly examine current outcomes of schooling for EAL students and current teacher education in Canada, showing the necessity and urgency of developing practices…