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- PaperRELC Journal22 Jul 2026
Translanguaging for critical multilingual language awareness: Classroom activities for socially just language education
Jennifer Burton, Shakina Rajendram
Introduces a Translanguaging for Critical Multilingual Language Awareness (TL-for-CMLA) approach with two classroom activities: analyzing multilingual versions of Little Red Riding Hood to challenge target-language-only assumptions, and using identity-focused spoken word poetry to engage with language, identity, and belonging. The activities are designed to operationalize critical language ideologies in ESL and K-12 contexts, promoting socially just language education.
Original abstract
This article introduces a Translanguaging for Critical Multilingual Language Awareness (TL-for-CMLA) approach and illustrates how it can be operationalized through concrete pedagogical activities in language teacher education and additional language classrooms. The paper argues for an explicitly critical orientation that foregrounds power, racialization, and linguistic hierarchies rather than treating multilingualism as a neutral resource. The purpose of this innovation in practice article is to present two classroom activities that bridge critical language ideologies and everyday teaching practice in English as a Second Language (ESL) and Kindergarten-Grade 12 (K-12) classrooms with multilingual learners. The first activity uses multilingual versions of Little Red Riding Hood to develop metalinguistic awareness and challenge target-language only assumptions. The second activity centers multilingual, identity focused spoken word poetry to engage learners affectively, critically, and multimodally with questions of language, identity, and belonging. Together, these activities present adaptable examples, reflection prompts, and underlying rationales that can be applied across proficiency levels and educational contexts. This paper contributes theoretically by clarifying TL-for-CMLA and pedagogically by offering adaptable activities that support socially just language education.
- PaperTESOL Journal6 Jul 2026
“Hands on Is Great”: Deficit Thinking and Discourses About Career and Technical Education for Multilingual Learners of English
Mark R. Emerick
Educators' discourses about career and technical education (CTE) for multilingual learners are often shaped by deficit thinking, though some asset-based perspectives also emerge. The study identifies five discourses, three deficit-oriented and two asset-oriented, and recommends collaboration between CTE and language teachers to improve access.
Original abstract
Recently, U.S. media outlets and nonprofits have suggested that career and technical education (CTE) is a valuable educational opportunity for multilingual learners of English (MLs), despite a lack of evidence supporting these claims. In light of these reports, the focus of this study is to examine how deficit and asset discourses manifest when educators, who have a direct impact on MLs' access to CTE, talk about CTE as an opportunity for MLs. Data included 34 semi‐structured and unstructured interviews with teachers and school counselors during a 10‐month multi‐sited ethnographic study in a large urban high school and a CTE center. Drawing on Valencia's (Dismantling Contemporary Deficit Thinking: Educational Thought and Practices, 2010) theory of deficit thinking, the findings show five discourses on CTE for MLs, three of which were informed by deficit thinking. Two asset‐based discourses are also presented as well as implications for supporting MLs' access to CTE from an asset‐oriented perspective through collaboration among ML and CTE teachers and school leaders.
- PaperETS Research Report Series29 Jun 2026
An Approach for Personalizing Accommodations in Digital Content Assessments for Multilingual Learners
Alexis López, Lin Gu, Diego Zapata-Rivera
Proposes a practical, personalized approach for assigning accommodations to multilingual learners in digital content assessments, detailing actions before, during, and after the assessment, along with a use case and needed empirical validation.
Original abstract
In this research memorandum, we propose a practical approach for personalizing accommodations for multilingual learners in digital content assessments (e.g., mathematics, science). We begin by providing background information about multilingual learners in U.S. public schools and the accommodations commonly used in content assessments. Next, we describe our personalized approach to assigning accommodations to multilingual learners, which we believe is not only effective but also feasible to implement. This approach includes specific actions before, during, and after the assessment. We then provide a sample use case to illustrate how this approach works in practice. Finally, we outline the empirical evidence needed to validate this approach, further supporting its effectiveness.Suggested citation: López, A. A., Gu, L., & Zapata-Rivera, D. (2026). An approach for personalizing accommodations in digital content assessments for multilingual learners (Research Memorandum No. RM–26-05). ETS. https://doi.org/10.64634/and9sy26
- PaperTESOL Journal15 Jun 2026
Understanding Teacher Candidates' Perspectives on Standard Academic English: A Collaborative Thematic Analysis of Workshop Activities in an Anti‐Racist Teacher Education Course
Di Liang, Azaria Cunningham, Jennifer Jackson
A workshop in an anti-racist teacher education course used raciolinguistic frameworks to help white teacher candidates critically examine standard academic English as a racialized norm that marginalizes Black multilingual learners. Collaborative thematic analysis of learning activities revealed candidates' native-speakerist ideologies and emerging awareness of raciolinguistic tendencies, calling for justice-oriented pedagogies to disrupt biased language ideologies.
Original abstract
This article presents findings from a workshop in an anti‐racist teacher education course. Drawing from raciolinguistic ideologies, anti‐Black linguistic racism, and Extraordinary Pedagogies rooted in anti‐bigotry praxes, the workshop engaged white teacher candidates (TCs) to interrogate standard academic English as a racialized norm that marginalizes Black multilingual learners (BMLs). Through a sequence of intentionally structured learning activities, TCs critically examined the links between language ideologies and broader systems of racist ideologies. Collaborative thematic analysis of learning artifacts and classroom interactions reveals TCs' language attitudes shaped by native‐speakerist ideologies and an emerging awareness of raciolinguistic tendencies. The discussion shows that the synergy between Extraordinary Pedagogies and other anti‐racist pedagogical frameworks positions TCs to assume agentive roles and adopt an inquiry stance in working with BMLs. The conclusion calls for justice‐oriented pedagogies for TCs of interdisciplinary backgrounds to disrupt biased language ideologies and construct an understanding of linguistic and social justice.
- PaperTESOL Journal2 Jun 2026
Designing Multimodal Social–Emotional Learning Through Read‐Alouds for Multilingual Learners
Natalia Ward, Shuling Yang
An elementary ESL teacher integrated socio-emotional learning into picture book read-alouds, discussions, multimodal activities, and writing for multilingual learners. The approach flexibly embedded context-specific SEL opportunities that supported identity development, belonging, and language learning.
Original abstract
Socio‐emotional learning is essential for young multilingual learners, as it supports identity development, a sense of belonging, and language learning. This article describes how an elementary English as a Second Language teacher embedded flexible, context‐specific socio‐emotional learning opportunities within a picture book read‐aloud, discussion, multimodal activities, and writing with her multilingual learners.