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…

This qualitative study highlights the nuances behind apparent internal linguistic discrimination by Latinx bilingual teachers toward their Latinx students' Spanish. Using a teacher solidarity lens and building on prior work in language ideologies and minoritized bilingual teacher identities, we conducted semi-structured interviews with 15 U.S. and…

This qualitative study explored Spanish-speaking teacher credential students' beliefs about academic language that might promote or inhibit their decision to become bilingual teachers. Data includes interviews with 11 bilingual teacher candidates who were heritage Spanish speakers. Findings show that most were only aware of English-only…

English language education in the region of Castilla-La Mancha (Spain) has undergone significant change in the last decade with the rapid implementation of different types of CLIL-based Spanish-English bilingual programs. This situation places English linguistic competence at the center of controversy given the need for certified bilingual…

Pre-service teachers need support in developing their teacher identities as they navigate the uncertain and complex terrain of student teaching and face the pressures of high-stakes accountability. This support is particularly important for bilingual pre-service teachers as they negotiate the many complexities of the bilingual classroom, and as…

In this paper, we present an analysis of the language practices of four Spanish/English dual language (DL) preschool teachers, focusing on the ways in which the teachers mediate bilingual interactions with students and distribute Spanish and English across different classroom discourse functions. Findings reveal teachers' flexible and strategic…

The purpose of this mixed-methods study was to explore and identify issues related to training teachers to use a bilingual writing rubric designed to examine the biliterate writing of emerging bilingual students who are participating in a biliteracy model. Findings indicate the need to provide clarifications on the rubric rating criteria and the…

The present study investigated how nonnative English-speaking teachers (NNESTs) working in K-12 schools in the United States perceive their identities in relation to the school environment and its norms, their coworkers and administrators and the students and their families. Specific attention was given to the teachers' concerns prior to arrival…

Teachers in complementary schools are often assumed to be using outmoded teaching strategies and an authoritarian approach to discipline. However, it is rare for mainstream teachers to have visited these community-run after-school or weekend classes, which remain on the margins of educational provision. This paper argues that complementary…

There have been calls to examine how language policy is mediated at the local level. Although there have been studies that have foregrounded the local, there have yet to be those that look at how language policies become adopted by individual teachers through a process of their personal and professional socialisation. Through the framework of…

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…

In England, government initiatives to recruit more ethnic minority teachers into mainstream schools have met with only limited success. One important reason for this may be that the factors that contribute to their distinctive professional skills and identities, and their potential to help raise the achievements of ethnic minority pupils, are not…