This qualitative study explores the lived experiences of former high school African immigrant students (AIS) in US classrooms. Using a theoretical framework that drew from funds of knowledge and racist nativism, the literature review focuses on risk factors and factors that promote success for AIS, including both deficit and asset-based approaches…

This study primarily focuses on the situation of Hungarians in minority situations in relation to language varieties, i.e. it interprets the various language policy issues primarily in the context of the Hungarian-speaking community, rather than in the context of Hungary, where the place, role and relationship between standard and non-standard…

Purpose: Ideologies are like rocks onto which individuals and institutions anchor their thoughts about what it means to be an "ideal language user" and what "standardized languaging" is. These deeply ingrained beliefs, influenced by colonial legacies and sociopolitical contexts, invisibly enforce a hierarchical order between…

While language education programs were created with an equity stance in mind--with the goals of increasing access and facilitating academic success for ethnically and linguistically marginalized students--the larger educational context has compromised access for multiply marginalized students. Recognizing a need for more complex understandings of…

This longitudinal qualitative case study contextualizes the dynamic interplay of race, language, and disability through a conceptual framework grounded in the principles of Raciolinguistics, DisCrit theory, and Intersectionality to surface the tensions between the way a language-racialized student labeled as a 'long-term English learner' and…

In this theoretical paper, we aim to (re)imagine and (re)conceptualize biliteracy as an anti-colonial endeavor to destabilize colonial projects that continue to permeate how language and literacy are conceptualized in schools. We build on previous scholarship that has theorized Spanish-English biliteracy and extend this scholarship by centering…

This article interrogates the meaning of marginalisation by comparing two non-dominant language communities in Europe, and in particular their language education and teachers. An interdisciplinary exploration of the marginalisation leads the authors to identify key aspects and expressions of the concept. The authors illuminate these broad…

In this study the author combines translingualism and raciolinguistic perspectives to analyze the language ideologies and idealized listening/reading subject positions that undergird discourses on English language teaching in Pakistan. Drawing on data from national policy documents, the national curriculum for English, and English proficiency…

We frame multilingualisms through a growing interest in a linguistics and sociology of the 'south' and acknowledge earlier contributions of linguists in Africa, the Américas and Asia who have engaged with human mobility, linguistic contact and consequential ecologies that alter over time and space. Recently, conversations of multilingualism have…

Pre-pandemic studies indicate that East Asian students' migration to ASEAN Outer Circle nations to study English by no means marks their departure from an idealized anglophone English world. Via research conducted during the pandemic when online learning had become mainstream, this study further explores the significance of such students' English…

This article highlights a Cultural Sustenance View of Reading (CSVR), a complex reader model illuminated by vivid findings from an eight-year collaborative classroom-based study and extensive reviews of cognitive and sociocultural research. Within the CSVR, reading is conceptualized as being shaped by a readers' culturally and linguistically…

Failure to adequately address language differences between home and school is one of the many ways in which education systems frequently disadvantage Aboriginal students. Children from predominantly Aboriginal English-speaking homes face specific challenges, as the language differences between their home variety and the Standard Australian English…

Research in international student success, satisfaction, and challenges seems still to be constructed around the colonial, imperial paradigm. Informed by deficit models of language, culture, and literacy teaching, such research portrays international students' challenges in terms of deficiency; discounts other languages, cultures, and literacy…

Given the increasing number of multilingual learners enrolled in U.S. secondary schools and persistent disparities in access to quality STEM education for these students, teacher education programs must prepare secondary science teachers capable of teaching multilingual learners in equitable ways. There is a consensus in science education…

Mainstream teachers' views of emergent bilingual students have been well documented, but less is known about how bilingual dual language teachers understand bilingualism and their subsequent expectations of students based on those understandings. We used thematic analysis of focus group conversations to investigate and present the views of eight…