language-policy
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- PaperOpenAlex — TESOL research21 Jul 2026
An Exploratory Investigation of ELT Instructors’ Attitudes Toward Bilingual Medium of Instruction (BMI) and the Role of Technology in Bangladeshi Classrooms
Bushra Jesmin Trisha, Swaha Das, Ritu Ghosh
A survey of 18 ELT instructors at a Bangladeshi university found that 88.9% support bilingual medium of instruction (BMI), citing improved comprehension, learner confidence, and faster learning. However, 66.7% worry about reduced English exposure, and most report inadequate training, restrictive policies, and limited resources as key barriers. Instructors expressed positive attitudes toward AI tools and gamification, though implementation varies with resources.
Original abstract
This study investigates the outlooks, reported practices, and perceived constraints of English Language Teaching (ELT) instructors concerning Bilingual Medium of Instruction (BMI) in Bangladeshi university classrooms. Eighteen instructors from Feni University participated in a structured survey. The research is organized around three objectives: (a) examining instructors’ perceptions of translanguaging practices, (b) investigating the obstacles they report when implementing bilingual instruction, and (c) exploring how technological integration may facilitate translanguaging pedagogy. Within this sample, 88.9% of respondents indicated support for bilingual instruction, citing enhanced comprehension, increased learner confidence, and faster learning as the most frequently reported benefits. Approximately 66.7% of participants expressed concern about reduced English exposure, and a majority reported inadequate training, restrictive institutional policies, and limited bilingual resources as recurring barriers. Respondents held positive attitudes toward AI-driven tools and gamification, although the extent of implementation appeared to vary with available resources. The study discusses these findings in relation to each research objective, situating the sample-level results within the broader literature on translanguaging, language policy, and educational technology. The discussion concludes with practical implications for teacher education, institutional policy, and bilingual resource development, and acknowledges the limitations of the current study alongside directions for future inquiry.
- PaperOpenAlex — TESOL research21 Jul 2026
English Language Teaching and Learning Program (DOS)
This paper describes the English Language Teaching and Learning Program (DOS), outlining its objectives and implementation strategies for language education.
- PaperApplied Linguistics20 May 2026
Precarity in an adult refugee’s basic literacy learning
Guri Bordal Steien, Marte Monsen
An ethnographic case study of a Congolese refugee in Norway reveals a significant gap between her personal priorities shaped by her refugee trajectory and the content of basic literacy training. The authors argue that addressing the precarity of the refugee condition is crucial for understanding and meeting their language learning needs.
Original abstract
With this article, we respond to recent calls within research on language learning for a greater focus on societal impact by drawing attention to the needs of different learner groups. We are concerned with a group of learners who have received limited attention in the field: adult refugees with limited prior schooling who enter graphocentric spaces. Language learning is often an inevitability for this group. For instance, in Norway, where our research was carried out, Norwegian language training is juridically ‘a right and an obligation’ for refugees. This article is an ethnographic case study of the basic literacy learning of Nora, a resettlement refugee from the DR Congo via Uganda to Norway. Our main finding is that there was a large gap between Nora’s priorities and understandings—informed by her refugee trajectory—and the aims and content of the basic literacy training she attended during her first years in Norway. Based on Nora’s story, we argue that the precarity of the refugee condition should be addressed, to better understand refugees’ needs as language learners.
- PaperDOAJ — Language assessment1 Dec 2025
Emerging successes and persistent challenges in Hungarian minority education in Romania
Imre Tódor
An analysis of 2020–2025 assessment data shows that a 1.3–1.5 point gap in Romanian language performance between Hungarian minority and Romanian majority students persists at the 8th-grade level, while math scores are nearly equal, confirming the gap is linguistic. Following the introduction of a differentiated 'Romanian as a non-native language' curriculum, 2025 baccalaureate pass rates improved in high-minority regions, especially in vocational schools, though effectiveness varies by region and school type.
Original abstract
This study examines the early impacts of recent curriculum and examination reforms in Romanian minority education, focusing on the introduction of the “Romanian as a non-native language” curriculum for Hungarian-speaking students. Using aggregated national assessment and baccalaureate data from 2020–2025, the research analyzes trends in Romanian language performance among minority students, compares results across regions and school types, and uses mathematics performance as a comparative indicator to contextualize language-specific achievement patterns. Descriptive, cohort-comparative, and proportion-difference analyses, complemented by hypothetical “what-if” calculations, reveal that while a persistent 1.3–1.5 point gap remains between minority and majority students in Romanian language performance at the 8th-grade level, mathematics scores are nearly equivalent, indicating that the gap is linguistic rather than cognitive. In the 2025 baccalaureate – the first year of full curriculum implementation – pass rates improved notably in high-minority regions (e.g., Harghita +5.3 pp, Covasna +1.6 pp), alongside a significant reduction in failure rates, particularly in vocational and technical schools. The findings suggest that aligning examination content with a differentiated curriculum may be associated with more favorable educational outcomes among minority students, though effectiveness varies by region and school type. Sustainable gains require targeted teacher training, adequate resources, and systematic monitoring to address persistent structural and contextual disparities.