There is limited research surrounding non-native speaker-teachers of world languages and the disruption known as the "native speaker fallacy" (Phillipson, 1992), which is the belief that only native speakers can be the most suitable teachers of a given language. This phenomenological study examined the lived experiences of tenured,…

This article explores the institutional policies and practices concerning multilingualism in small claims courts in New York City. Building on prior work that has investigated the language use of court interpreters and of the litigants for whom they translate, this study focuses on the analysis of institutional interactions in which all…

This study addresses public universities' policies and practices in the USA (United States of America) with a focus on public bilingual teacher preparation in Spanish-English programs (initial credential licensure and Masters of Education programs with, or without, endorsements). We questioned: "What do bilingual programs look like in public…

Mixtecos, members of an Indigenous group from Mexico, have settled in large numbers in New York. Their children are found in bilingual classrooms (Spanish-English), but little is known about parent-school interactions. This work describes the educational ideologies that 23 Mixteco mothers shared during 5 focus group interviews distributed across 9…

Strategies for deciding which language to use when forms part of the sociolinguistic competence of speakers who can speak more than one language. Language choices are shaped by a number of factors, including linguistic proficiency of both speaker and interlocutor, the ingroup or outgroup status of each, and the setting in which an exchange takes…