This theoretical article, with recommendations for practice, interrogates how the field discusses dual language bilingual education (DLBE) models in the United States, with international implications for bilingual, immersion, and content and language integrated learning contexts. We reconceptualize the equity problems and potentials of so-called…

The growing superdiversity around the world now appears to be the norm. In traditional English-speaking inner circle nations, it is becoming increasingly rare to find classrooms with students who come from monocultural and monolingual backgrounds. However, teaching practices remain based on Anglocentric standards and perspectives even when most of…

This bibliometric review explores global research trends in bilingual education over the past four decades (1983-2023), using co-citation analysis, bibliographic coupling, and keyword co-occurrence. An analysis of 1,716 articles indexed in the Web of Science identifies key topics, influential scholars, and emerging research frontiers. In the…

The Multimodalities-Entextualization Cycle (MEC), proposed by Lin (2015, Conceptualizing the potential role of L1 in content and language integrated learning (CLIL). "Language, Culture and Curriculum," 28(1), 74-89), is a curriculum model designed for teachers to systematically incorporate translanguaging in lessons. Limited studies have…

Within the research on bilingual learning, first studies have revealed that content learned in one language is retrieved more slowly when participants have to switch language from instruction to testing (i.e., language-switching costs, LSC). These costs are attributed to language-dependent knowledge representations. However, the cognitive…

Sheltered English Immersion (SEI) is a common instructional approach to serve Emergent Bilingual (EB) students through Content-Based Instruction. However, little is known about how novice teachers implement SEI in their content areas once they enter the profession. This dearth of research is particularly pronounced in math, a content area where…

This systematic literature review examined 61 empirical studies published from 2010 to 2022 on translanguaging. The review explored the trends and scientific strengths of the studies, the reported pedagogical components, and the affordances and challenges of translanguaging. 70.49% of the studies took place in elementary schools and in 65.57% in…

The past decade witnesses a surge of empirical research on translanguaging in educational contexts of English medium instruction (EMI) and content and language integrated learning (CLIL). This systematic review analyses the methodological development, the theoretical underpinning and research themes of translanguaging in EMI and CLIL contexts. A…