multilingualism
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- NewsLanguage Magazine25 Jul 2026
‘Speak the New Language of Adaptability’
The 2026 ETS Human Progress Report emphasizes adaptability as the most critical career skill, surpassing traditional job tenure. Multilingual individuals are found to have a distinct advantage in adaptability, based on a survey of over 32,000 workers across 18 countries.
Original abstract
According to the 2026 ETS Human Progress Report, traditional job tenure is no longer a guarantee of security; instead, adaptability has become the single most critical capability for career survival and progress. Multilinguals have an advantage when it comes to adaptability. Educational Testing Service’s survey of over 32,000 workers and individuals across 18 countries presents […] The post ‘Speak the New Language of Adaptability’ appeared first on Language Magazine .
- PaperOpenAlex — TESOL research22 Jul 2026
Inclusive English Language Teaching: Bibliometric Analysis of Multilingualism and Inclusive Classroom Practices
Cristine Ombao
A bibliometric analysis of 56 articles from Scopus (2017-2025) mapped publication trends, leading contributors, and thematic clusters in multilingualism and inclusive classroom practices in English Language Teaching. The United States and Indonesia led research output, with inclusive education and ELT as dominant theoretical anchors. Underdeveloped areas include decolonization and disability-inclusive pedagogy.
Original abstract
This bibliometric analysis examined published research on multilingualism and inclusive classroom practices in English Language Teaching retrieved from the Scopus database from 2017 to 2025. Guided by three research questions, the study mapped publication trends, leading journals, authors, institutions, and dominant thematic clusters across 56 articles using VOSviewer for keyword co-occurrence visualization. The findings revealed a steady acceleration in publication output over the analyzed window, with inclusive education and English language teaching emerging as the dominant theoretical anchors of the field. The United States and Indonesia led the field in research output, followed by a globally distributed tier including Poland, Iran, Spain, and South Africa. The University of Warsaw (3 publications) and Isfahan University of Technology (2 publications) ranked as the most productive institutions, while Chan and Lo, Lau and Shea, and Nijakowska et al. registered as the most cited authors. The keyword analysis clustered scholarship around inclusive, multilingual, EFL/ESL, and higher education strands, with peripheral domains such as decolonization and disability-inclusive pedagogy remaining underdeveloped. The findings provide a foundation for advancing evidence-based, multilingual, and equitable ELT research through the next decade.
- NewsLanguage Magazine6 Jul 2026
Celebrate World Kiswahili Language Day on July 7
World Kiswahili Language Day will be commemorated on July 7 for the fifth time, highlighting Kiswahili as the first African language to have its own international day. With over 200 million speakers, Kiswahili is one of the most widely spoken languages in Africa and globally.
Original abstract
Tuesday, July 7 will mark the fifth commemoration of World Kiswahili Language Day. Kiswahili is one of the most widely spoken languages in Africa and the world. With over 200 million speakers, Kiswahili is the first and only African language to be granted its own international day. The theme of this year’s celebration is “Kiswahili […] The post Celebrate World Kiswahili Language Day on July 7 appeared first on Language Magazine .
- PaperELT Journal7 Jun 2026
Toward affective linguistic justice in English-medium instruction
Pramod K Sah
Examines the affective dimensions of multilingualism in English-medium instruction (EMI) in the Global South, theorizing how affect is shaped by ideological, historical, and political entanglements of English dominance. Argues that affective experiences are central to understanding emotional economies in EMI, showing how social imaginaries of English as a language of modernity generate emotional attachments while producing affective harms for multilingual learners. Proposes a framework of affective linguistic justice to address linguistic inequality alongside students' emotional lives.
Original abstract
This paper examines the affective dimensions of multilingualism in English-medium instruction (EMI) in the Global South. While existing research increasingly attends to emotions in EMI, little work has theorized how affect is shaped by the ideological, historical, and political entanglements of English dominance and multilingual marginalization. The paper argues that affective experiences are central to understanding the emotional economies of EMI, showing how social imaginaries of English as a language of modernity and success generate powerful emotional attachments while simultaneously producing affective harms for multilingual learners whose linguistic repertoires are undervalued. It conceptualizes affect not as an individual reaction but as a structuring force shaped by linguistic hierarchies, neoliberal ideologies, and postcolonial histories. By foregrounding emotions as socially constructed and politically consequential, the paper proposes a framework of affective linguistic justice and outlines its implications for EMI/ELT policies and practices that seek to address linguistic inequality alongside students’ emotional lives.