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As the demographic landscape in the USA becomes more culturally and linguistically diverse (CLD), schools must build educators’ professional knowledge and skills to better serve students whose mother tongues are not English. The purpose of this paper is to report on the formation of a network of schools collaboratively transforming their approaches to teaching and learning in order to meet the educational needs of this changing student population.

To determine how relational networks in this network affect the learning of educators to implement the bilingual education model, the authors drew from three data sources: a social network survey, semi-structured interviews and archival documents.

The schools in this study are engaged in a dramatic restructuring, moving from monolingual English schools to a network of two-way immersion bilingual schools. The evidence from this study revealed different information sharing structures within the relational networks. The authors found organizational structures of interactive spaces and teams supporting the relational networks that created communities of practice, and these communities of practice fostering all three aspects of profession capital (human, social and decisional).

The analysis points toward the complicated nature of organizational learning within networks of schools. While some relational networks were strong, the authors also note gaps and disconnections in the network interactions, despite the structures promoting connectivity. Hence, this study sheds light on both the power and the limitation of networked learning within and across school striving to improve the teaching and learning for CLD students.

This original analysis lays the foundation for future investigations of networked learning.

The purpose of this paper is to discuss issues of contemporary language conflict in educational contexts.

This is a conceptual paper which examines current educational practices and policies through the lens of linguistic hegemony.

The authors identify three primary areas in which linguistic hegemony persists at present, including English-only policies, varied perspectives on language difference and harsh graduation mandates.

The authors extend upon Antonio Gramsci’s notion of hegemonic culture as well as Robert Phillipson’s concept of linguistic imperialism in identifying current instances of linguistic hegemony in educational policies and practices throughout the USA.

Little research has been done exploring the nature of multilingual students who are not categorized as English language learners (ELLs) in English language arts (ELA) classes. This study about a group of multilingual girls in an ELA class led by a monolingual white teacher aims to show how, when a teacher makes space for translanguaging practices in ELA, multilingual students disrupt norms of English only.

The authors use reconstructive discourse analysis to understand translanguaging across a variety of linguistic productions for a group of four focal students. Data sources include fieldnotes from 29 classroom observations, writing samples and process documents and 8.5 h of recorded classroom discourse.

Students used multilingualism across a variety of discourse modes, frequently in spoken language and rarely in written work. Translanguaging was most present in small-group peer talk structures, where students did relationship building, generated ideas for writing and managed their writing agendas, including feelings about writing. In addition, Spanish served as “elevated vocabulary” in writing. Across discourse modes, translanguaging served to develop academic proficiency in writing.

The authors proposed a more expansive approach to data analysis in English-mostly cases – i.e. environments shaped by multilingual students in monolingual school contexts – to argue for anti-deficit approaches to literacy development for multilingual students. Analyzing classroom talk alongside literacy allows for a more nuanced understanding of translanguaging practices in academic writing. They also show how even monolingual teachers can disrupt monolingual hegemony in ELA classrooms with high populations of multilingual students.

With an increasing emphasis on the reading development of L2 learners of English and a growing body of literature on L2 reading, it is now time to examine what the current research on L2 reading says about L2 learners’ reading development and to discuss what would be a desirable future for L2 reading studies. Focusing on the L2 reading of upper elementary, middle and high school students in L1 settings, this study aims to carefully, but critically, explore the major research studies published in the past three decades. In particular, it uses sociocultural and critical frameworks that view language as a social phenomenon and literacy as a constellation of socially contextualized practices to explore the issue of L2 reading.

To identify key findings about L2 reading, a systematic literature review of studies examining L2 reading in L1 settings was conducted. A critical examination and analysis of 91 studies on L2 reading for upper elementary students (Grades 4-12) are presented here. Based on the literature review, the major issues addressed in the previous section are revisited, and the requirements of future research on L2 reading are discussed.

Three major changes have taken place in L2 reading studies: from monolingual/L1-based research to multilingual/L2-based research; developing the socially situated model of literacy (literacies); and adopting a sociocultural and critical lens: L2 reading and L2 reading assessment. Based on the critical review of the major research studies published in the past three decades, this paper identifies the research and approach required to advance the field of L2 reading: the continua of L1 and L2 reading, macro–micro analysis of L2 reading context and diversification of L2 reading research.

Based on a systematic literature review, it demonstrates the current trends in L2 reading research, to examine the key findings and implications, and to identify what additional research or paradigms are required to advance the field. The literature review presented in this paper helps language educators, policy-makers and school administers at all levels in both first-and second-language contexts to better understand the rapidly increasing number of L2 English learners in L1 classroom settings.

In an effort to bridge the gap between applying translation corpora, specialized terminology teaching and translation performance of undergraduate students, the purpose of this paper is to investigate the possible impacts of teaching specialized terminology of law as a specific area of inquiry on translation performance of Iranian undergraduate translation student (English–Persian language pairs). The null hypothesis of this study is that using specialized terminology does not have statistically significant impacts on the translation performance of the translation students.

The design of this research was experimental in that there was pretest, treatment, posttest and random sampling. In other words, this research was pre-experimental one-group pretest-posttest design. This design was used in this research as the number of subjects who participated in the research was limited. Apart from being experimental, this research enjoyed a corpus-based perspective. As Mcenery and Hardie (2012) claim, corpus-based research uses the “corpus data in order to explore a theory or hypothesis, typically one established in the current literature, in order to validate it, refute it or refine it” (p. 6). Table I shows the design of this research.

The results of this research indicated that on the whole, the posttest results had statistically significant differences with that of the pretest. In this regard, the quality of students’ translation enhanced after using the specialized terminology in the form of three types of corpora. Indeed, there was a general trend in the improved quality of the novice translators in translating specialized and subject-field terminologies in an English–Persian context.

This paper is original in that it probes into one of the less researched areas of Translation Studies Research and employs corpora methodology.

This study aims to investigate multilingual representation on public signs in the High City tourist destination in Abha, Saudi Arabia. It also reveals the linguistic strategies used in such representation.

This exploratory qualitative study used purposive sampling to analyze bottom-up public signs collected from the target tourist destination. A preliminary analysis was conducted for a more in-depth qualitative analysis of every sign. An Excel database was used to provide a general description and a preliminary reading of the strategies before using an in-depth analysis of every sign.

The study revealed that monolingualism (Arabic or English) and bilingualism (Arabic and English) represented the High City as a tourist destination where the signs served information and symbolic functions. No single multilingual sign was found. Certain linguistic strategies were used on the public signs, including politeness, transliteration, hybrid representation, personification and fragmentary. Some tourist-oriented strategies, such as the crisis communication strategy, are still missing.

These findings indicate that this tourist destination still targets local and regional visitors, and its linguistic landscape (LL) needs further consideration in terms of internationalization and targeting international visitors. This study implies that bilingual Arabic and English tourist destinations are potential domains for translation students and English language learners.

This study has focused on the LL of a newly established tourist destination in Saudi Arabia. It has shed light on the nuanced representations and strategies used through public signage. It contributes to understanding how linguistic elements can shape tourists’ perceptions and experiences.

This paper aims to report on the decisions two teachers made about how to engage with a five-year school–university collaboration that used professional development (PD) to foster changes in language instruction for teachers of multilingual learners.

A longitudinal case study was used to examine the experiences of two teachers to provide insights into classroom-level decisions and changes in instructional practices.

Changes in instructional practices occurred when teachers made active, engaged choices about their own learning and teaching in the classroom. Teacher learning did not follow a consistent trajectory of improvement and contained contradictions, and early decisions about how to engage with PD affected the pace and nature of teacher learning. Through personal decisions about how to engage with PD, teachers adopted new instructional practices to support multilingual learners. Positive changes required extended time for teachers to implement new practices successfully.

This collaboration points to a need for long-term PD partnerships that value teacher agency to produce instructional changes that support multilingual learners.

PD can play a key role in transforming literacy instruction for multilingual learners. Teacher agency, including the decisions teachers make about how to engage with professional learning opportunities and how to enact new instructional practices in the classroom, mediates the efficacy of PD initiatives. This longitudinal case study contributes to the understanding of effective PD by presenting two contrasting case studies of teacher agency and learning during long-term school–university collaboration.

A majority of higher education institutions (HEIs) in Oman, and internationally, have adopted English as the language of education, driven by its power and its globally accepted status as the language of knowledge and communication. Such an internationalisation policy has been inadequately evaluated to examine its actual effects. This paper aims at analysing the existing literature with a view to hypothesise the effects of adopting English as a medium of instruction (EMI) on establishing intellectual capital in the Omani context.

The paper employs a case study design that draws on data generated through a systematic review of 94 peer-reviewed papers that are synthesised using thematic analysis.

The findings indicate that EMI negatively affects the optimal creation of intellectual capital through limiting access to HE, hindering knowledge transfer, impeding Omanis' employability and hindering faculty's professional growth. EMI leads HEIs to mirror the supplying countries' cultures in terms of materials, ideologies and standards. It affects teaching and research quality, training and communication, the sense of equity, belonging and self-worth amongst students and the relationships amongst faculty members. It also increases reliance on external stakeholders.

The paper highlights the interconnection between the forms of intellectual capital and how some components are antecedents to the creation of the intellectual capital forms. It establishes the moderating role the language of instruction plays in relation to the three sub forms of intellectual capital in higher education.

The paper calls for maximising higher education intellectual capital through adopting bilingual rather than monolingual higher education. It calls upon policymakers to revisit the assumptions underlying higher education systems in order to optimise their outcomes.

The paper is the first one that sheds light on the role of language in intellectual capital construction. Such a moderating role has received almost no attention in the higher education literature that is largely busy quantifying its outcomes rather than ensuring they are actually sustainably generated.

Naming practices reflect culture, language and identity considerations. This study aims to explore Chinese American naming choices, revealing nuanced and complex linguistic, cultural and pragmatic considerations for teachers of literacy.

The authors interviewed Chinese parents who are now living with their school-aged children in the USA on the naming choices of their students. By using content analysis, this study found patterns and themes from the interview data.

The findings of this study suggest Chinese parents named their US school-aged children by taking into consideration of both Mandarin and English linguistic features, traditional and pop culture and the transnational identity of their children.

The findings of this study can help teachers and teacher educators better understand the naming traditions of Chinese American families and connect these traditions to literacy instruction in the classroom. This study proposes practical suggestions suitable for both monolingual and multilingual students to explore all children’s names and help build inclusive, culturally sustaining classrooms.

This paper discusses the potential and responsibility of the Reference Librarian to contribute a polycentric perspective to information seekers. Because our society is essentially monolingual, library users and librarians alike tend to be ethnocentric in their retrieval and digestion of information. However, through the judicious use of foreign materials in English translation our monolingual society and the narrowness that it breeds could be remediated, if not overcome.