Balancing national language policy and classroom realities: teachers’ negotiations of multilingualism in Turkish schools

Negotiating Professional Identities in Post-Monolingual Classrooms: A Qualitative Study on Saudi Tertiary-level Bilingual EFL Teachers

This study examines how bilingual EFL teachers in Saudi higher education perceive and negotiate their professional identities while teaching monolingual Arabic-speaking students in English-only institutional settings. Grounded in poststructuralist identity, translanguaging, and language ideology theories, the research...

Multilingualism, Language Policy, and ELT in Karnataka Higher Education: A Qualitative Document Analysis

This study explores the relationship among multilingualism, language policy, and English Language Teaching (ELT) practices within a wide context of the higher educational system in Karnataka. This paper mainly focuses on the gap that exists between multilingual educational policies and their actual implementations on t...

“Teach in English or retire”: linguistic, pedagogical and career consequences of English medium instruction

Energizing the Teacher Potentials for Teaching English in Diverse Socio-Cultural and Geo-Political Contexts in Nepal

In Nepal's multilingual and multicultural context, teaching English poses distinct challenges and opportunities. Teachers are central to ensuring effective English language learning, but their potential is often undermined by inadequate training, poor infrastructure, and mismatched national policies that fail to consid...

Monolingual English Medium Instruction versus Multilingual pedagogy: Students’ Perspectives from a Praxis Study in Pakistani Secondary Schools

The debate between monolingual English-medium instruction (EMI) and multilingual pedagogy has gained increasing attention in multilingual societies, where English functions as a global lingua franca. At the same time, local languages hold cultural and cognitive value. This study examines students' perspectives on Engli...

Beyond English-Only: Negotiating L1, Local Culture, and Teacher Agency in Nepalese English Classrooms

Nepal’s English classrooms are linguistically and culturally diverse, yet English-only orientations continue to influence English language teaching. This study explores how secondary-level English teachers negotiate learners’ first language (L1) and local cultural knowledge in English teaching and how they perceive the...