ABSTRACT This article offers an original ethnographic documentation of employability schemes targeting migrants in contemporary Italy. It argues that analysts’ current theorisations of time and space compression do not help us understand the multiple temporalities that migrants are subjected to when crossing borders, including those of labour market regimes. This ethnographic account is informed by

ABSTRACT Taking the hasty implementation of ‘German support classes’ in Austria in 2018 as a starting point, I will lay out recent political developments in Austria similarly marked by speed, i.e. I will focus on language integration policies in more detail, which form a central concern for studies on bilingualism and bilingual education with regard to compulsory language learning in the context of

ABSTRACT This paper argues that reading English Medium Instruction (EMI) as a performative technology of acceleration in the highly competitive conditions of today’s global higher education (HE) contexts is one way to gain insights into present-day realities of EMI orientations, experiences, and practices. In so doing, it examines the interplay of EMI, HE, and Tomlinson's [2007. The Culture of Speed:

ABSTRACT YouTube polyglots are an online community whose origin can be traced to the late 2000s, when language learning forums and YouTube videos of language learning enthusiasts began appearing online. This article draws on critical discourse analysis to examine the discourses of language learning that are manifest in polyglot videos and websites. It also situates this online community and their conception

(2021). Developing and evaluating quality bilingual practices in higher education. International Journal of Bilingual Education and Bilingualism. Ahead of Print.

ABSTRACT Recent studies show that English as the medium of instruction seems impractical and ineffective in countries where English is the second or foreign language. The situation becomes even more complicated because of students’ resistance to an English-only format. In response to this, universities around the world also offer first language-English bilingual courses. Although bilingual courses

ABSTRACT Drawing on research interviews conducted as part of a larger study of bilingualism, we investigated how mid-aged Latin@ migrants—a group that has received little empirical attention in applied linguistics—interpret their ongoing cultivation of their own Spanish-English bilingualism at this stage of their personal and professional lives. We viewed our participants as visitors to a figured world

ABSTRACT The present project examined foreign language anxiety (FLA) and self-confidence experienced by bilingual and multilingual tertiary students in Saudi Arabia who were learning English as a Foreign Language (EFL). The study involved 354 students (163 bilinguals and 191 multilinguals) recruited from public Saudi universities. Participants answered the Foreign Language Classroom Anxiety Scale (FLCAS;

ABSTRACT This study explores the relationship of early immersion education, socioeconomic background, and cognitive gains of young learners. We examine the possible advantages of early bilingual education and the impact of family socioeconomic status (SES) for the cognitive development of children. Participants (N = 39) were students at regular (German) or immersion (German-English) primary schools

(2021). The Palgrave handbook of minority languages and communities. International Journal of Bilingual Education and Bilingualism. Ahead of Print.

ABSTRACT For many minoritized communities, sustaining or at least holding on to their home language and cultural identity has been a constant uphill battle. Nevertheless, Latina/o/x who speak Spanish, for example, have demonstrated to be linguistically and culturally resilient against hegemonic societal, institutional, political, and monolithic national ideologies. This article explores a single case

ABSTRACT In the past few decades, literature has consistently suggested that bilingual children are at risk for academic failure due to their limited language skills. However, many of these studies included underprivileged bilingual children, and few of them attempted to disentangle the effects of bilingualism from the effects of socio-economic status. Critically, it is not clear how the language and

ABSTRACT This qualitative case study explored the perspectives of school administrators on implementing structured English immersion (SEI) and dual-language bilingual education (DLBE) programs serving emergent bilingual learners at one urban Arizona elementary school. Using a sociocultural policy perspective, I analyzed findings from a series of interviews examining the ways the participating administrators

ABSTRACT Introduction of the Special Issue ‘Assessing CLIL: A multidisciplinary approach’.

ABSTRACT As the U.S. population who speaks a language other than English at home continues to grow, few studies have focused on the effect of parental beliefs on the importance of bilingualism have on language outcomes of their children. In this study, we surveyed families raising Spanish-English bilingual children on their beliefs concerning both languages, language practices they implement at home

ABSTRACT Previous research studying language brokers (i.e. children/adolescents who translate for family members) has indicated some positive correlations between frequent language brokering and gains in cognitive development, although little of this research has been conducted on language brokers during the university/higher education years. At the same time, there is evidence documenting elevated

ABSTRACT 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, monitor and suppress the language of school students

ABSTRACT Studies on multilingual word learning have focused on identifying a bilingual advantage over monolingual peers, paying little attention to the relationships between bilinguals’ existing vocabulary size and novel word learning. This study compared monolingual and bilingual school-age children on word learning tasks in familiar and unfamiliar languages and examined the relationships between

ABSTRACT The current study aims to provide an understanding of how the relationships between standard and non-standard varieties of the Turkish language are perceived by young people of Turkish Cypriot descent within the context of Turkish complementary schools in London. These schools are set up by diasporic communities to fight/reverse language shift and loss. They are also political spaces where

ABSTRACT The number of conceptually bilingual daycare centers has been steadily increasing in Switzerland, a traditionally multilingual country. Yet, the focus on the languages introduced in these institutions has largely remained on one national language – and English. We look at how English and – in our case – German are employed in daycare centers and how their prioritization leads to a reproduction

(2021). Translanguaging and transformative teaching for emergent bilingual students: lessons from the CUNY-NYSIEB project. International Journal of Bilingual Education and Bilingualism. Ahead of Print.

ABSTRACT This qualitative case study (Yin, [2014]. Case Study Research: Design and Methods. 5th Ed. Thousand Oaks, CA: Sage.) emerged from our effort to support teachers, who predominantly identify as monolingual speakers, in learning about translanguaging through a less-explored facet of translanguaging: multimodality. Drawing upon Bezemer and Kress’s (2016 Bezemer, J. J., and G. R. Kress. 2016. Multimodality

ABSTRACT This paper examines the language attitudes of first-wave members of the Ukrainian community in the UK towards the two varieties of Ukrainian present in the community (labelled Diasporic Ukrainian and Contemporary Ukrainian), and considers the language ideologies underpinning these attitudes. Drawing on the analysis of data obtained through semi-structured interviews with second- and third-generation

ABSTRACT Situated within the Simple View of Reading, this study examined the code-related (word reading) and oral language (receptive vocabulary, narrative comprehension, narrative production) skills that contribute to English and Arabic reading comprehension in two groups of Arabic-English bilingual children (7–9 and 10–12 years) living in an English majority environment. Further, the study examined

ABSTRACT This article explores the role of the concept of ‘demand’ in Welsh-medium education policy in Further Education and its effectiveness in increasing the number of learners studying through the medium of Welsh and bilingually. The research is based on a sample of four different areas across Wales, drawing on semi-structured interviews with staff in schools and Further Education colleges, and

(2021). Radicalizing literacies and languaging: a framework toward dismantling the Mono-Mainstream Assumption. International Journal of Bilingual Education and Bilingualism. Ahead of Print.

(2021). The shift to equity. International Journal of Bilingual Education and Bilingualism. Ahead of Print.

ABSTRACT Analytical writing serves to learn and communicate learning. Our goal was to determine the impact of students’ bilingual profile, defined by self-evaluated bilingual competence, use of language(s) for mental operations and language(s) use across different contexts, on their developing analytical writing abilities. Catalan/Spanish bilinguals – in 6th and 10th grade and university students –

ABSTRACT This article examines Andalusian teachers’ ideologies towards migrant students’ bilingualism and, the way teachers perceive the home language maintenance and its use in the school context. The data was collected through semi-structured interviews to two types of teachers –specialist language and regular teachers– in Andalusia (Spain). Findings revealed that were slight differences in the ideologies

ABSTRACT This article is an afterword to the special issue on ‘Assessing CLIL: A multidisciplinary approach'. It provides a conceptual overview of the key approaches and issues in CLIL research addressed in the different articles. Apart from the focus on the comparison of CLIL and non-CLIL students' L2 proficiency in the Belgian context, some of the variables addressed are the focus on different L2s

ABSTRACT Content and Language Integrated Learning (CLIL) is a popular teaching approach that is being enthusiastically adopted across Japan (Ikeda, M. 2019. “CLIL in Comparison with PPP: A Revolution in ELT by Competency-Based Language Education.” In Innovation in Language Teaching and Learning: The Case of Japan, edited by H. Reinders, R. Hayo, and S. Nakamura, 23–45. Palgrave Learning). CLIL is built

ABSTRACT New norms of linguistic ideology and practices emerged as English grows in higher education in non-English speaking countries. English Medium Instruction (EMI) has been formalised by overlooking the role of other (e.g. native) languages in knowledge construction and communication. This study investigates STEM (Science, Technology, Engineering, and Mathematics) teachers’ and students’ language-related

(2021). Bilingualism. International Journal of Bilingual Education and Bilingualism. Ahead of Print.

ABSTRACT This is a review of the monograph Translanguaging in EFL contexts: A call for change by Michael Rabbidge. The book delves into translanguaging practices in an unexplored context: South Korean English as a Foreign Language (EFL) classes through the examination of translanguaging strategies, as well as South Korean teachers’ perspectives on the use of their linguistic repertoire shaped by their

ABSTRACT This article explores language ideologies, heritage language (HL) use, and identity construction among 1.5-generation Korean immigrants in New Zealand. Drawing on interview data, the study shows how language ideologies and identities influence these immigrants’ language use and investment. All participants reported speaking Korean with their parents and adult members of their ethnic community

(2021). The evolution of English language learners in Japan: crossing Japan, the West, and South East Asia. International Journal of Bilingual Education and Bilingualism. Ahead of Print.

(2021). Dual language education: teaching and leading in two languages. International Journal of Bilingual Education and Bilingualism. Ahead of Print.

ABSTRACT Bilinguals can be proficient in oral language without necessarily knowing how to read and write in at least one of their languages. Literacy has been shown to affect language processing in monolinguals. In the present study, we test if literacy affects grammaticality judgments for Cantonese–English bilinguals who varied in Chinese literacy abilities. There are grammatical differences between

ABSTRACT This longitudinal study examined the development of narrative micro- and macrostructure in Japanese-English bilingual returnee children. Returnees are children of immigrant families who move to a foreign country, spending a significant portion of their formative developmental years in the foreign majority language context before returning to their native language environment. The returnees

(2021). Bilingualism and bilingual education: politics, policies and practices in a globalized society. International Journal of Bilingual Education and Bilingualism. Ahead of Print.

(2021). Researching second language acquisition in the study abroad learning environment. International Journal of Bilingual Education and Bilingualism. Ahead of Print.

(2021). Translanguaging for emergent bilinguals: inclusive teaching in the linguistically diverse classroom. International Journal of Bilingual Education and Bilingualism. Ahead of Print.

ABSTRACT Due to their experience of managing two languages, it has been suggested that bilinguals could receive more practice in the domain of working memory (WM) leading to a WM bilingual advantage. Although some studies have shown that bilinguals can outperform monolinguals in WM tasks, the studies investigating WM capacity in bilinguals provide inconsistent findings regarding the existence of a

ABSTRACT This 2-year case study is a phenomenology of belief-change resulting from a specific curricular re-configuration. It follows Álvaro, a Master of Arts in Teaching Spanish student, from the first week of classes until graduation, as he completed a 4-semester program. Seeking to stimulate a move toward conscientização, the pilot curriculum included a translanguaging approach to three graduate

ABSTRACT Currently, there are 1.3 million English Learners (EL) in California public schools (CDE 2018). The passage of Proposition 58, which presented multilingual education as key to students’ future economic success without every using the word bilingual, lifted the previous restrictions on bilingual education programs and increased the demand for programs and bilingual teachers. Recent studies

ABSTRACT This qualitative study investigated the ways in which one secondary social studies teacher engaged bilingual youth through translanguaging and citizenship education. We employed a translanguaging framework (García 2014) to document the ways in which a ninth grade bilingual teacher created language spaces with students. This study demonstrates the creative manner in which one social studies

ABSTRACT The purpose of the current study was to examine the influence of L1 (i.e. Spanish) receptive vocabulary on both expressive and receptive knowledge of target vocabulary words taught through L2 (i.e. English) instruction and intervention. Participants were Bilingual US kindergarten students determined to be at-risk based on English receptive vocabulary. To determine student vocabulary level

ABSTRACT This commentary focuses on clitics in Spanish and discusses two recent studies that report on clitics in language contact situations: Mayer and Sánchez (2019) on clitics in bilingual Quechua-Spanish and bilingual Shipibo-Spanish varieties, and Jiménez-Gaspar, Pires, and Guijarro-Fuentes (2020) on clitics in Catalan and Spanish in contact. We briefly discuss the properties of clitics in Spanish

(2021). Multilingualism and translanguaging in Chinese language classrooms. International Journal of Bilingual Education and Bilingualism. Ahead of Print.

ABSTRACT In this article, we compare holistic, analytic and cross-linguistic measures of assessment in writing considering the whole linguistic repertoire of multilingual writers. We explore different ways to look at their three languages by focusing on the relationships between these languages rather than looking at each language in isolation. We analyse 399 compositions – 133 written in each language

(2021). Plurilingual pedagogies: critical and creative endeavors for equitable language in education. International Journal of Bilingual Education and Bilingualism. Ahead of Print.

(2021). Complexity perspectives on researching language learner and teacher psychology. International Journal of Bilingual Education and Bilingualism. Ahead of Print.

(2021). Innovation in language teaching and learning: the case of Japan. International Journal of Bilingual Education and Bilingualism. Ahead of Print.

(2021). Voices of a city market: an ethnography. International Journal of Bilingual Education and Bilingualism. Ahead of Print.

(2021). Transforming schooling for second language learners: theoretical insights, policies, pedagogies and practices. International Journal of Bilingual Education and Bilingualism. Ahead of Print.

ABSTRACT India’s linguistic diversity is reflected in classrooms across the country, where multiple languages are used by teachers and learners to negotiate meaning and instruction – a multilingual, multicultural student body is the norm, whether in urban or rural contexts. This study documents teaching practices in English language and maths lessons in Delhi and Hyderabad, with a specific focus on

(2021). English as a Lingua Franca: the pragmatic perspective. International Journal of Bilingual Education and Bilingualism. Ahead of Print.

ABSTRACT Bilingual education—chiefly the subcategory of dual language bilingual education—has been undergoing a pattern where the interests of language-minoritized communities have in several contexts been pushed out of the way. One aspect of this gentrification process has been the fiftyfication of dual language bilingual education policy, where privilege is placed on a 50:50 balance of language allocation

(2021). Doing SLA research with implications for the classroom: reconciling methodological demands and pedagogical applicability. International Journal of Bilingual Education and Bilingualism. Ahead of Print.

(2021). Internationalising learning in higher education: the challenges of English as a medium of instruction. International Journal of Bilingual Education and Bilingualism. Ahead of Print.