Students bring cultural and linguistic richness to the English Language Arts classroom in the form of English language diversity; that being said, English Language Arts (ELA) education has traditionally privileged Standard American English (*SAE) and its related white culture rather than embrace the aforementioned diversity. With calls for more…

The purpose of this research study was to investigate how minority First-Year Writing (FYW)/Composition faculty in the United States theorize and bring the notion of linguistic justice into their teaching. In other words, this study sought to examine pedagogies/practices minority faculty use to incorporate linguistic justice in their…

International schools, which are often rich with linguistic diversity, typically promote that proficiency in an accepted standard variety of English is the desired and favored outcome for students (Hayden & Thompson, 2016; Spiers, 2016). These schools, in part due to the teachers they employ, could be characterized as systems that promote…

Demographics in the United States are rapidly changing. It is projected that by the year 2050, the minority population of the country will instead be the majority (Craig & Richeson, 2017), and according to the Pew Research Center (2019), in some areas of the country, this is already the case. With changing demographics in the United States…

This study examined teachers' perspectives and professional development experiences about the teaching of English as an International language (TEIL) in relation to World Englishes (WE) at junior high school levels in Indonesia. Considering the growth of the number of English speakers around the world, it has been argued that WE-based TEIL is more…

Language is connected to a people, culture, history, and communicative purpose. One way world language teachers help students explore the intersections of culture and language is through the use of authentic texts, such as films, newspapers, podcasts, videos, music or short stories (see: Pinzon, 2020). While the research points to the success of…

This study investigated Reading Recovery teacher understandings about language and early literacy acquisition by applying a constructivist grounded theory design. Participants were Reading Recovery teachers working across three varied districts in Massachusetts (N=33). The purpose of the study was to engage Reading Recovery teachers in surveys,…

Perspectives from educators and students elucidate how systemic language discrimination and oppression (i.e., linguicism) are perpetuated in the New York education system, even though it has one of the most comprehensive approaches to supporting multilingual students in the nation (Sugarman, 2016). The legacy of teaching English as a colonizing…

As English has become a global lingua franca used by a greater number of nonnative speakers than native speakers, a focus on native speaker norms in English language teaching (ELT) has become obsolete. There has been a call to incorporate different varieties of Englishes (native, nonnative, and nativized) and related cultures in both teacher…

Through this descriptive qualitative case study of three native speaking Arabic teachers in an L2 Arabic classroom in a private school setting in the U.S., this study presented a four-stage multi-layered analytical approach demonstrating functional, interactional and pedagogical analyses of the uses of Arabic Arabic pragmatic markers (PMs) in…

Translanguaging, an emergent theoretical orientation to language, has become a widely discussed topic in writing studies with the rise of translingual movement in composition. Challenging the ideologies of standardization and monolingualism, translanguaging forwards towards a pedagogy of difference and facilitates transcending the…

Second Language (L2) teacher education serves as a pivotal site for examining language ideologies that shape teacher candidates' conceptualization and enactments of L2 pedagogy. Informed by the theory of language ideologies (Kroskrity, 2004, 2010) and the concept of language socialization (Ochs & Schieffelin, 1984), this dissertation research…

"Communicate Globally, Teach Locally" observers that the English language has evolved to be the predominant language of business and for communication globally, which allows thousands of NESs to go abroad and work as English teachers in foreign countries. This study assessed how self-efficacy competence of the African American NESs…

Whether or not we are teachers, all of us must make sense of language. In doing so, we encounter representations of language, implicit or explicit descriptions which shift over time and are always tied to social and political interests. Teachers' work necessarily depends on these descriptions, which are deeply embedded within their…

Dual-language immersion is an educational practice in which "literacy and content instruction" is provided in two languages at school (Howard et al., 2007, p.1). The students in these programs have been the center of many studies including student literacy development (Genesee & Jared, 2008), academic achievement (Lindholm-Leary,…