Throughout the Global South, English functions as just one component of a broader linguistic landscape. Consequently, integrating it into curricula or instructional medium necessitates valuing the rich linguistic capital of educational stakeholders. This Special Issue offers a critical re-examination of English language education (ELE) across the multilingual Global South. Moving beyond rigid, Anglo-centric monolingual mandates, the collection captures the ‘multilingual turn’ by addressing the persistent gap between macro-level policies and micro-level classroom realities. The issue progresses across three key themes: socio-affective and trauma-informed decolonial frameworks; teacher agency, leadership and professional development; and classroom practices on GenAI technologies and translanguaging. Across geographical contexts including Sri Lanka, Morocco, Vietnam, India, South Africa, Pakistan, and Iran, the studies demonstrate that leveraging learners’ home languages scaffolds conceptual understanding, alleviates anxiety, and fosters inclusive learning. The special issue posits multilingualism as a vital instrument of epistemic justice and educational equity in Global South classrooms.
The United States has become one of the most linguistically and culturally diverse educational systems in the world, and the sustained growth of its multilingual student population has placed the question of how best to support multilingual learning at the center of contemporary educational debate. This paper synthesiz...
C. Evurulobi· Journal of Social Science an...· 0 citations
Communicative language teaching has been adopted as the official orientation of English language curricula across much of sub-Saharan Africa, yet the conditions that the approach presupposes are frequently absent from the classrooms in which it is mandated. Tanzania presents a demanding test of the approach. English be...
Stephen Syepwa Mwashihava· Asian Journal of Education a...· 0 citations
India is known for its rich linguistic and cultural diversity, which is clearly visible in English language classrooms. Learners come from different linguistic backgrounds, including various mother tongues, dialects, cultural experiences, educational histories, and varying levels of English proficiency. While this dive...
Reena Mittal· International Journal For Mu...· 0 citations
As Taiwan advances its agenda under the Bilingual 2030 policy, English is increasingly framed as a medium for intercultural engagement rather than merely an academic subject. With the expansion of English-medium instruction and English use in a variety of domains, Taiwanese learners are more likely to use English with...
As the United States' English Language Learner (ELL) population grows, so does the need to understand how literacy instruction truly unfolds in classrooms, especially in under-resourced and rapidly changing communities. This timely publication presents findings from three interconnected studies that explore instruction...
English-medium instruction (EMI) has expanded across Bangladeshi higher education as a marker of academic quality, internationalisation, and graduate employability. Yet the institutional promotion of English does not necessarily translate into sustained English-medium classroom interaction or improved opportunities for...
Sultana Jahan· ICRRD Quality Index Research...· 0 citations
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