Studies analysing the metatalk generated in collaborative writing (CW) tasks have primarily targeted secondary or adult students who wrote either in L1 or L2, and have seldom examined the process of their writing in two languages. Furthermore, these analyses have mostly focused on accuracy discussions and have ignored discussions aimed at making…

This study aims to enhance native language pedagogy in preschool by integrating interactive, digital, and culturally rooted methods in alignment with the Sustainable Development Goals (SDG 4 and SDG 11). A mixed-methods approach was employed, involving preschoolers and pre-service educators across various institutions. Quantitative data from…

Background: South African township learners are known to perform poorly in international tests, including reading and science. Language is a complicating variable as English, the learners' second language (L2), is generally the language of learning and teaching, including for reading science texts. Aim: The study's objectives were to determine the…

Given that meaningful interaction is, in many respects, the backbone of L2 acquisition, language programs have often promoted language exchanges, which connect L2 learners outside the classroom. The present paper discusses two such programs, the "Sprachmentoren" Program (SMP) and "Tandemprojekt" (TP), which were introduced to…

This qualitative study examines how Thai EFL teachers utilize pedagogical translanguaging in multilingual secondary school classrooms, employing both planned and unplanned strategies to support English language learning. Grounded in Cenoz and Gorter's (2021) multilingual pedagogical translanguaging model, the study investigates how teachers…

Amid the ongoing discussion about the potential of LLMs (Large Language Models) to facilitate language learning, there has been a broad spectrum of views in academia. However, little is known about the different viewpoints of students and what contributes to these differences. In light of this, this study adopts Q-methodology, a mixed-methods…

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…

Early mathematical skills contribute to later school performance and socio-economic status. Working memory is related to mathematical skills, but spatial and language skills have independent effects on separate areas of mathematical skills such as solving word problems or arithmetic skills. In this study, 9- to 10-year-old children's (N = 57)…

This study examines Korean L2 learners' production of English phonological contrasts (e.g., consonant-final versus vowel-final forms) that are absent in their L1. Twenty university students divided into high- and low-proficiency groups participated in the study. Their productions were analyzed for segmental accuracy and error patterns. Results…

Background/purpose: Indonesian uses Latin script, so students whose first language background (L1) is a non-Latin language will experience difficulties in understanding it. The purpose of this study is to explore the similarities and differences in the problems faced by Indonesian students (L2) with a non-Latin background (L1) and students with a…

This book gathers a collection of original contributions that chart emerging landscapes in 21st-century plurilingual education. The beating heart of the whole volume is bilingual and intercultural education, which has become a moral imperative for education systems worldwide. In an increasingly globalised world, citizens should ideally be equipped…

One in three children enrolled in US early childhood programs is a dual language learner. While dual language learners have been the target of sweeping educational reforms under the guise of justice, these reforms--which pathologize dual language learners as problems to be remediated rather than assets to be developed--have largely ignored the…

A central aim of this article is to reflect on the design and implementation of a bi/multilingual Bachelor of Education foundation phase programme offered at the University of Fort Hare from 2018. It reviews three major perspectives on bi/multilingualism: mother tongue-based bi/multilingual education, language and decoloniality, and…

This paper analyzes Nepal's language education policy from a decolonial perspective, examining how rights-based (neo)liberal ideologies and policies do not necessarily contribute to creating space, either ideological or implementational (Hornberger, 2005), for Indigenous languages in education. Drawing on the theory of "decoloniality"…

This article critically examines bilingual, intercultural education policies and practices in the context of the implementation of these policies in early childhood education. Specifically, it seeks to provide ethnographic background on the incorporation of Indigenous communities into preschools, through the participation of the Indigenous Culture…