This paper presents the use of translanguaging in the assessment of content subjects in the context of Nepal's higher education. Since its proposition in the 1990s, translanguaging has been receiving much scholarly attention in multilingual educational contexts. In such contexts, individuals' language practices show a shift from the understanding…

Drawing from Darvin and Norton's (2015) investment model, this study investigates ethnic Tibetan students' multilingual practice and its influence on these students' ethnic identity construction at an interior university in People's Republic of China (PRC). Based on multiple data sources, findings from this study indicate that Tibetan students…

The assessments designed for and analyzed in this study used a task-based language design template rooted in theories of language reflecting heteroglossic language practices and funds of knowledge learning theories, which were understood as transforming classroom teaching, learning, and assessment through continua of biliteracy lenses. Using a…

There has been increasing acknowledgment of the need to pursue studies related to nonnative English-speaking (NNES) professionals. In the last 10 years, a number of studies have discussed the experiences of non-native English-speaking teachers (NNESTs) in different educational settings and situations. However, the experiences of the NNES graduate…

This paper looks at the intersection between higher education, language and identity in Britain. It examines the reflections of minority ethnic graduates on their undergraduate studies in a new university in London. The graduates are from widening participation backgrounds and are multilingual. The paper explores how these graduates experienced…

This research is an interpretive study of individual and institutional language practices based on an analysis of quantitative and qualitative data from a large higher education institute of teacher training in Britain. The study explores teacher professionalism in relation to language, examining the "invisible" linguistic and cultural…

The author shares findings from a qualitative study of white, monolingual preservice teachers enrolled in a sociolinguistics course that examines the interplay of language and ethnicity in the United States. The primary aims of the study were to learn more about the preservice teachers' awareness of their cultural and linguistic backgrounds and to…