language-policy
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- PaperLanguage Teaching Research16 Jul 2026
Transforming Traditional Translation Training: The Role of Policy, Practice, and Institutional Support in Student Skill Enhancement
Kang Gao, Wenjing Dong
A mixed-methods study of 78 interviews and 436 survey responses reveals that English education policies significantly influence translation training at macro, meso, and micro levels. Policy-driven translation training is positively associated with innovative training models, career readiness, perceived training quality, practical skill acquisition, and intercultural competence. The findings underscore the need for policy-practice alignment to enhance students' preparedness for global professional contexts.
Original abstract
Globalization has revolutionized translation training, and English education policies have encouraged more practical, innovative, and, in this regard, oriented teaching approaches. This study investigates the multi-level effects of English education policies on translation training at the national (macro), institutional (meso), and classroom (micro) levels, with particular attention to how policy influences the adoption of innovative instructional models and students’ perceived learning-related outcomes. Using a mixed-methods design, qualitative data were gathered through semi-structured interviews with 78 respondents, including policymakers, administrators, instructors, and students, whereas quantitative data were collected through a survey of 436 translation students (undergraduate and postgraduate). Qualitative data were analyzed using NVivo, and SPSS and SmartPLS were used to analyze quantitative data. The results indicate that translation training (β = .373, p < .001) is significantly associated with English education policies. Moreover, translation training is positively related to innovative training models (β = .302), career readiness (β = .268), perceived training quality (β = .318), practical skill acquisition (β = .292), and intercultural competence (β = .285), all at p < .001. These findings illustrate the focal point of translation training as one of the critical mechanisms through which policy is connected to various perceived academic and professional outcomes. University cooperation and pedagogical development at the institutional and classroom levels are also associated with perceived quality and applicability of translation training programs. Its uniqueness lies in that it combines several dimensions of outcomes in one analytical framework and provides a clear understanding of policy–practice alignment. The results suggest that translating students need effective policy–practice integration to be associated with students’ perceived preparedness for global professional contexts.
- PaperApplied Linguistics1 Jul 2026
Ten years of translanguaging: reflections and future directions in dialogue with Ofelia García and Li Wei
Abu Saleh Mohammad Rafi, Zhongfeng Tian
This forum revisits the evolution of translanguaging as a theoretical, pedagogical, and sociopolitical framework, drawing on a dialogue with Ofelia García and Li Wei. It examines conceptual developments, uneven global uptake, and implications for pedagogy and policy, while highlighting challenges from digital technologies and AI.
Original abstract
Marking a decade since the publication of Translanguaging: Language, Bilingualism, and Education, this forum revisits the evolution of translanguaging as a theoretical, pedagogical, and sociopolitical framework. Drawing on a dialogue with Ofelia García and Li Wei, the discussion reflects on how translanguaging has reshaped understandings of multilingualism, language education, and linguistic justice across diverse contexts. The exchange examines the conceptual development of translanguaging, its uneven institutional uptake across Global North and Global South settings, and its implications for pedagogy, teacher education, and language policy. It also considers the emerging challenges posed by digital technologies and artificial intelligence for multilingual knowledge production and classroom practice. The forum highlights the importance of critically engaging with translanguaging’s epistemological foundations while remaining attentive to local sociolinguistic conditions and structural inequalities. In doing so, it outlines key directions for translanguaging research and practice in the coming decade.
- PaperLanguage Teaching23 Jun 2026
Language education with adult migrants: A critical review of research 2017–2024
Bronagh Ćatibušić
A critical review of 40 empirical studies (2017–2024) examines language education for adult migrants. It identifies key issues such as learner diversity, the value of multilingual practices and multiliteracies, the potential of digital learning and affective approaches, and the influence of migration policies on instruction. The review outlines directions for future research, including critical multilingual approaches, equitable assessment, trauma-informed pedagogy, and inclusive policy development.
Original abstract
In a world of increasing human movement and displacement, language learning is an educational concern with significant implications for social inclusion in contexts of migration. This review of recent research analyses 40 empirical studies which explore various aspects of language education with adult migrants, investigating what they reveal regarding pedagogical approaches and the impact of policy on language learning, teaching, and assessment. It identifies issues in relation to diversity among adult migrant learners, the value of multilingual practices and the recognition of multiliteracies, as well as the potential of digital learning and affective approaches to language teaching. In addition, this review shows how migration and integration policies can influence language instruction, considering programme design, testing requirements, the learning of minoritised languages, and the role of educators in this field. It outlines directions for further research in areas including critical multilingual approaches to language teaching, equitable forms of assessment, trauma-informed pedagogy, the development of inclusive policies, and teacher education. This paper can thus inform educators, researchers, and policymakers by providing insights which may guide language-related educational support for adult migrants.
- PaperELT Journal7 Jun 2026
Toward affective linguistic justice in English-medium instruction
Pramod K Sah
This paper examines the affective dimensions of multilingualism in English-medium instruction (EMI) in the Global South, arguing that emotional experiences are shaped by historical, ideological, and political factors related to English dominance and multilingual marginalization. It proposes a framework of affective linguistic justice to address linguistic inequality alongside students' emotional lives in EMI/ELT policies and practices.
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.