This article examines how teachers can navigate "difficult knowledge" embedded within digital stories, particularly those sourced from openly licensed literacy platforms. These platforms offer a rich tapestry of narratives reflecting diverse cultural contexts and experiences, but may also present challenging themes that require sensitive…

Anglophone Higher Education Institutions have embraced cultural diversity but continue to approach linguistic diversity through a deficit perspective, often treating multilingualism as an obstacle rather than a resource (Preece et al., 2018). This paper argues for the adoption of a linguistic repertoires perspective in learning development to…

This study aims to investigate how pedagogical translanguaging in language education constructs a translanguaging space to mediate and reduce extraneous cognitive load in EFL classrooms. Using a descriptive qualitative design, classroom observations and video-stimulated recall interviews were conducted with Indonesian university students. Data…

Internationally, there is increasing interest in the value of incorporating core practices into second language (L2) teacher education programs. This article reports on a research project that investigated how a set core practices are integrated into the Methods courses and practicums in Chilean language teacher education programs for English as a…

For the past two decades, a significant number of ethnic minority students from diverse racial, cultural, linguistic, and religious backgrounds have entered Chinese language classrooms in Hong Kong for the first time. Simultaneously, Chinese language teachers have come under criticism for their lack of understanding of diversity and their failure…

This study examines pre-service teacher candidates' (TCs) stances and use of translanguaging and multimodality to support K-12 multilingual learners' writing. Data were drawn from a course on supporting multilingual learners in a teacher education program in Ontario. Data sources were responses to the Pedagogical Content Knowledge for…

This paper critically analyses the meaning and use of translanguaging as an inclusive pedagogical strategy in the context of a bilingual deaf education classroom where there are asymmetrical sensorial experiences of being deaf and being hearing, and different access to 'codified' (either speech or sign-language) resources. The pedagogical…

The research aimed to examine primary teachers' experiences using inclusive pedagogy to serve bilingual pupils with dyslexia. Nine international elementary teachers participated in the study conducted at The International School, a multilingual International Baccalaureate (IB) institution in the United Arab Emirates. The school placed significant…

International students' attitudes towards teachers' codeswitching to the first language (L1) have not been adequately investigated in cross-cultural English-medium instruction (EMI) settings, where teachers and international students do not share the same L1 while they interact in English as a lingua franca (ELF). To fill that void, this study…

In today's linguistically and culturally diverse schools, it is important that teachers use inclusive pedagogies, such as translanguaging. This pedagogy assumes that teachers have positive attitudes towards children's home languages and cultures (translanguaging stance), which we explored in our study with 40 preschool teachers in Luxembourg. The…

Plurilingualism is an inclusive language teaching approach to sustain multilingual societies, but there is little investigation on teacher candidates' (TCs) beliefs and challenges before and after its implementation. This interpretive qualitative study introduced plurilingualism in teacher education at a Canadian university. Sixteen TCs…

Meeting the strengths and needs of young children and families from diverse linguistic backgrounds is increasingly critical within early childhood programs. Research suggests that implementing culturally and linguistically sustaining practices can result in positive outcomes for young children and their families. In this article, the authors…

Deficiency-oriented attitudes are still common occurrences despite growing emphasis on linguistic and cultural diversity. Promoting inclusivity in learning, Herrera (2016) proposed "biography-driven instruction" emphasizing the power of students' assets. Though her work was intended for young learners' biliteracy, I argue that the tenets…

When teaching multilingual learners, it is critical for teachers to use instructional strategies that engage and nurture language and biliteracy skills. In this practice-based paper, we address how teachers can utilize translanguaging strategies to recognize and build multilingual practices while offering all learners opportunities to share their…

This conceptual paper aims to review some commonalities between two paradigms: Global Englishes and translanguaging. It does so by considering the postcolonial varieties of English, the challenge of native speakerism ideology and the inclusion of multiple discursive practices in classroom discourse. This paper argues that both paradigms should be…