Abstract
Welcome to the first issue of 2024, and our 40th anniversary! I would like to thank all our reviewers, language editors and, of course, the authors for their hard work, particularly in finalizing the articles for publication. This issue centres around multilingual education and problems with the teaching and use of English. It includes submissions from Uganda and Ghana. As always, the problem is in using English as the language of learning and teaching, with predictable problems in meaning making. What is noticeable in all these articles is the importance of teacher education and training, particularly as far as the role of language in all aspects of schooling is concerned.
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