Fuel2Flourish is a nurse-led initiative designed to center the voices of nurses, who are active leaders within the National Association of Hispanic Nurses (NAHN), as trusted messengers and role models in advancing the nutritional and emotional well-being of school-age children. Operating across nine local chapters in different states, this community-rooted program was built in partnership with national policy stakeholders and community leaders to respond to what children and families need most: support they can trust from people who understand their lived experiences. This study employed qualitative methods to gain feedback from chapter program leads to examine implementation processes and early perceived impacts. Through bilingual education toolkits, culturally relevant storytelling, and nurse-led workshops, nurses engaged directly with students, parents, and educators to create safe, inclusive spaces for learning and connection. Despite limited budgets and varied local conditions, Fuel2Flourish thrived by aligning clinical nursing expertise with community insight and action. This article describes the partnerships formed, and the early signs of impact seen on the ground. Fuel2Flourish shows what's possible when nurses are equipped and empowered to lead, bringing creative, locally tailored solutions to the forefront of child health promotion.

ABSTRACT This study examines how the absence of targeted professional learning opportunities and formal preparatory coursework impacts the confidence of leaders managing bilingual education programs worldwide. Using a quantitative, cross-sectional survey design, data were collected from 34 leaders working in bilingual school contexts across multiple regions. The survey measured confidence levels in general school leadership compared to bilingual program oversight and gathered information about participants’ academic preparation and professional learning interests. Findings show that while most participants reported high confidence in general school management, their confidence in overseeing bilingual programs was lower. Leaders who had received relevant academic preparation reported higher confidence levels, regardless of the depth or format of that preparation. Subgroup analyses also indicated that confidence tends to increase with years of leadership experience, though even highly experienced leaders reported slightly lower confidence when overseeing bilingual programs than in general management roles. Additionally, many participants had never pursued targeted academic preparation, suggesting that some leaders may be unaware of the specific competencies required for bilingual program leadership. These findings highlight a disconnect between general leadership preparation and the specialized knowledge needed to lead bilingual education programs. As bilingual education expands globally, accessible, role-specific professional learning opportunities for school leaders will be critical to supporting effective implementation and long-term sustainability.

ABSTRACT Understanding the prevalence and types of special educational needs (SEN) that present in schools is important to ensure that appropriate resources are available to meet the needs of all students. This study investigated the prevalence and types of SEN in Irish immersion (IM) post-primary schools, in the Republic of Ireland. A questionnaire was completed by 38% (n = 29) of schools, with an enrolment of 53% (n = 8,406) of the IM post-primary school population. The questionnaire identified the changes that have occurred in the prevalence and types of SEN in these schools over the past 20 years. The findings presented discuss the prevalence rate of SEN in these schools for the academic school year 2023/2024, the types of SEN in these schools and their distribution by class groupings. The key findings of the research show that there has been a significant increase in the prevalence rate over the last 20 years. This increase is significant and noteworthy of discussion since bilingualism and immersion education are often deemed unsuitable for students with SEN.

ABSTRACT This case study examines Taiwan’s elementary bilingual science teacher preparation amid dual reforms: the 12-Year Basic Education Curriculum Guidelines (scientific literacy) and the Bilingual 2030 Policy (bilingual competence). Situated in Taiwan’s sole national research centre for elementary science teaching, the study captures systemic tensions in integrating science and language instruction. Grounded in Fullan’s Educational Change Theory, it explores how divergent stakeholder perspectives shape the evaluation of preservice bilingual science teachers’ micro-teaching performance – reflecting their priorities, professional roles, and interpretations of reform demands. Using a convergent mixed-methods design, the study involved 35 science-major preservice teachers conducting microteaching evaluated by two bilingual teacher educators and two elementary teachers with different professional backgrounds (science vs. language). Analyses revealed distinct patterns: the teacher educators prioritised systemic curriculum design and scientific literacy development, while the elementary teachers emphasised classroom practicality, textbook alignment, and the feasibility of English use. These different priorities expose cross-level tensions and resource competition that complicate interdisciplinary integration. The study highlights the need for clearer reform goals, sustained research–practice partnerships, and targeted capacity building. It identifies teacher education institutions as key platforms for navigating these systemic tensions and for fostering collaboration across policy, curriculum, and practice to support sustainable interdisciplinary reform.

This article explores perceptions about education for the Deaf community within Deaf communities in Ireland, Finland, and the UK. Ireland, Finland, and the UK all provide legal recognition of sign languages in various forms. However, it is important to understand how these laws impact Deaf people, what their experiences with the law is, and how might the law be altered to improve the lives of people it purports to serve. Interview data from Deaf people across the three countries is presented here which explores these experiences. When asked about what they might improve in the law, an overwhelming number of responses related to the introduction of law to improve access to education. And so, this article has taken those responses and presented them for analysis. Research participants reported concerns about the quality of Deaf education, systemic problems in accessing education, acquisition of other language in Deaf people, the illusion of a choice of school options for parents of Deaf children and the dwindling number of Deaf schools. Participants suggested that meaningful access to bilingual education is needed for Deaf people.

This study investigates the integration of English as a Foreign Language (EFL) into the curriculum of the Christian Bilingual University of Congo (UCBC) as a mechanism for fostering bilingualism in the Democratic Republic of Congo. Given the growing significance of English in globalization, scientific research, business, and international communication, alongside the continued predominance of French in Congolese education, the study adopts a mixed-methods approach. Data were collected from 94 students drawn from an estimated population of 800 through questionnaires, interviews, and thematic discussions. Findings indicate that UCBC has established a structured bilingual model characterized by the progressive use of English across academic levels. Language acquisition is supported through English courses, communicative teaching practices, clubs, competitions, radio programs, and promotional activities. Most participants reported substantial improvement in English proficiency and valued interactions conducted in English. Nevertheless, the limited availability of English-speaking environments beyond the university and the shortage of bilingual teaching staff remain significant constraints. Respondents also expressed strong support for extending English across all academic programs and for leveraging technology and artificial intelligence to enhance language learning. The study concludes that UCBC constitutes a noteworthy model of bilingual higher education in the DRC, while emphasizing the need for further measures to strengthen English integration and cultivate a more conducive linguistic environment.

ABSTRACTObjectiveMetabolic and Bariatric Surgery (MBS) is underutilized among Hispanic‐Latino adults despite higher obesity rates and related comorbidities. Although barriers such as cost, language, and limited provider referrals are documented, sociocultural and psychological perceptions about obesity and obesity care remain less understood. This study aimed to explore the beliefs, experiences, and information sources influencing perceptions of obesity, obesity treatment, and patient‐provider communication, and how these factors relate to MBS decision‐making in this population.MethodsSemi‐structured, in‐depth interviews were conducted with 14 Hispanic‐Latino adults in Rhode Island who met the eligibility criteria for MBS. Interviews were transcribed, reviewed, and thematically analyzed using an inductive approach to identify patterns in obesity perceptions, treatment beliefs, and healthcare communication.ResultsParticipants expressed fear, skepticism, and misinformation about MBS, shaped by stigma, cultural values, and personal beliefs. Many viewed MBS as a last resort and cited concerns about complications or long‐term effects. Participants often relied on informal sources—such as family and friends—for obesity treatment information rather than healthcare providers. Communication with providers about obesity treatment options was often limited or non‐specific.ConclusionFindings highlight the need for culturally tailored bilingual education and improved patient‐provider communication to increase MBS awareness and trust. Addressing these gaps may help reduce disparities in obesity care access among Hispanic‐Latino adults.

ABSTRACT Grounded in the sociopolitical context of New Mexico and the Martinez/Yazzie ruling, the study explores how translanguaging can be intentionally integrated to center explorations of ethnicity, culture, identity, and language in ways that foster critical dispositions withing a DLBE context. Through a self-study professional learning experience and classroom enactment, this work aims to disrupt monolingual and hegemonic curricular norms, centers subaltern life-world knowledges, and advances culturally and linguistically relevant praxis aligned with educational justice mandates.

ABSTRACT Considering teachers as policymakers, we carried out an ethnography of policy implementation with four bilingual teachers—the second-grade team at a 50/50 two-way bilingual elementary school—during the first 7 months of their implementation of a new program model in which children were integrated throughout the day across language groups. Previously, the school taught language and literacy in “home language” groupings, with Spanish-dominant and English-dominant children in separate classrooms. Importantly, this change coincided with the adoption of a new language arts curriculum. We aimed to understand the challenges involved in these transitions. Drawing on a Third Space theoretical framework, we found that while some teachers lamented the loss of the Spanish language arts space, as they worked to build equitable learning communities in their newly diverse literacy classrooms, they began to embrace integration along other dimensions, what we term trans-ing. They expanded translanguaging pedagogies. They considered cross-curricular integration, and they increased team-teaching. These multiple dimensions of integration allowed them to begin to reimagine their students and their work in more dynamic, interconnected ways. This project looked explicitly at the early stages of the integration process; our primary purpose was to identify and understand integration’s challenges. The creativity of the professionals with whom we partnered allowed us to begin to imagine the possibilities inherent in breaking down dichotomies and embracing dynamic Third Spaces in two-way bilingual education.

ABSTRACT Two-way bilingual education (TWBE) is a model of integrated language education with demonstrated success in supporting the academic achievement of minoritized students. Yet, there are growing critiques that TWBE programs fail to meaningfully change the structures and logics that contribute to inequitable schooling, particularly when programs also serve White students and families. With the aim of exploring how an equitable integrated language education might be possible, this article presents a case study of one equity-oriented TWBE school. Drawing upon politics of care to theorize equity work in schools, I explore how teachers, staff, and leaders at the focal school conceptualize, operationalize, and navigate issues of equity. Findings reveal five central tenets that comprise a politics of care in this TWBE school: care as (1) relational, (2) intersectional, (3) material, (4) political, and (5) dynamic. Examples of practices corresponding to each tenet are presented, alongside discussion of some tensions and challenges that arise in equity work. Ultimately, this case study reveals that integrated language education can play an important role in addressing structural inequities and promoting more equitable schooling.

ABSTRACT Latine novice teachers enter complex classroom contexts when teaching science with the potential for integrating their own and students’ linguistic, cultural, and racial resources and their students’ multiple literacy practices, broadly defined. Drawing on translanguaging theory and pedagogy and interdisciplinarity, this qualitative case study explores the specific, planned, pedagogical resource integration of two Latine novice two-way bilingual education (TWBE) teachers teaching science. Through lesson plans and observation, as well as reflections and interview data, our analysis shows the two TWBE teachers’ interconnectedness between subjects in a way that made them include specific language(s), literacy practices, modes of communication, and science cultural knowledge. This intentional resource and interdisciplinary-guided integration brought new cultural understandings surrounding scientific knowledge, thus expanding the notion of multilingual speakers’ “corriente” in elementary science to include specific language(s), diverse literacy practices and specific, culturally connected and critical science content knowledge. This new “corriente” is specifically tied to critically informed, culturally relevant science knowledge and contributes to transformative, equitable, planned practices in linguistic justice—oriented elementary TWBE science classrooms.

ABSTRACT This article evaluates the Madrid bilingual program, implemented in half of the primary and secondary schools using the CLIL method, where several subjects are taught in English. We compare academic outcomes between bilingual and non-bilingual students using Propensity Score Matching to address the nonrandom distribution of students. The data comes from a competence evaluation conducted in Madrid in 2019 for all students in the final year of primary education (6th grade) and secondary education (10th grade). The results show that students from bilingual schools improve their English without significantly reducing their performance in other subjects. The improvement in English level is very high in primary education but decreases in secondary education, and there is a relative loss of competencies in the subject of geography and history taught in English. This fact explains why the Madrid government has recently prohibited the teaching of Spanish history in English as part of its bilingual program.

This paper critically examines the enduring tension between national and international orientations in education systems within the Pacific, with a particular focus on Fiji. Situated within ongoing debates on globalization, decolonization, and the demands of the Fourth Industrial Revolution (4IR), the study interrogates how historically embedded colonial legacies continue to shape contemporary education policy, curriculum design, and pedagogical practices. Drawing on decolonial theory, particularly the works of Linda Tuhiwai Smith and Ngũgĩ wa Thiong’o, alongside the concept of epistemic injustice advanced by Miranda Fricker, the paper argues that Western-dominated education systems systematically marginalize Indigenous knowledge, languages, and cultural identities. Using a qualitative, policy-informed analytical approach, the study synthesizes regional literature, national policy frameworks, and global education discourses to explore how Fiji’s education system negotiates the competing imperatives of preserving national identity and achieving global competitiveness. The findings reveal that while international standards and global competencies, such as digital literacy, critical thinking, and innovation, are increasingly prioritized, they often reinforce Eurocentric epistemologies and contribute to the erosion of Indigenous knowledge systems and linguistic heritage. At the same time, national efforts to incorporate culturally responsive pedagogy and Indigenous perspectives remain fragmented and insufficiently institutionalized. The paper advances a conceptual framework for a hybrid, context-responsive education model that reconciles these tensions by integrating Indigenous epistemologies with globally relevant skills. It emphasizes the importance of curriculum reform, bilingual and multilingual education policies, teacher professional development, and inclusive governance structures that actively engage local communities. In doing so, the study positions decolonising education not merely as a cultural project, but as a critical pathway toward epistemic justice, social equity, and sustainable development in Fiji and the broader Pacific region. Ultimately, the paper contributes to global discussions on education reform by challenging binary distinctions between national and international education models. It argues for a transformative approach that recognizes the value of plural knowledge systems and reimagines education as a site for both cultural preservation and global engagement in the 21st century.

ABSTRACT In this study of Dual Language Bilingual Education (DLBE), we conducted a quantitative study with K−3 teachers in five schools with DLBE-treatment teachers teaching in English and Spanish and non-DLBE-comparison teachers teaching only in English. The DLBE treatment teachers participated in an 18-month graduate certification with five coaching sessions focused on oral language, vocabulary, and small-group instruction (academic constructs) and classroom interactions (sociocultural). We observed beginning and end-of-year language arts instruction in English and Spanish. For analysis, we used two instruments to measure teachers’ instructional implementation of (1) academic constructs; and (2) classroom interactions. Using descriptive statistics and regression analysis, we examined changes to teachers’ academic content instruction and their classroom interactions over time analyzing effects by treatment condition, experience, age, grade-level, and language of instruction. Findings demonstrate that all DLBE-treatment teachers improved on academic constructs over time. Older DLBE-teachers with fewer years of experience developed more than younger teachers with more consecutive and cumulative experience. DLBE-treatment teachers instructing Spanish demonstrated the highest effect size in creating a classroom ecology of respect. Implications elucidate how explicit professional development alongside of instructional coaching can foster instructional expertise in academic constructs and creating a classroom ecology of interaction and respect. A matrix for language policy and planning is furnished as districts scale and develop their DLBE teaching community.

This study examined the effect of linguistically congruent audio-visual cues on verbal memory in adolescents learning English as a second language. Eighty students from a bilingual school watched a film clip in their native language (L1, Spanish) or in their second language (L2, English), followed by the presentation of a list of related words. Participants were assigned to four conditions that combined the language of the film clip (Spanish or English) and the word list (L1 or L2) in a congruent or incongruent manner. Memory was assessed through free recall and recognition tasks, both immediately and one week later. We expected that linguistic congruency between the audio-visual stimulus and the verbal material would facilitate word recall and recognition. The results indicated that the group with consistent presentation in L1 performed better on immediate free recall and recognition tasks, while the L2 groups had fewer intrusions in free recall. In recognition tasks, there was a general improvement in delayed performance, probably associated with consolidation processes. These findings suggest that linguistic congruence and dominant language differentially modulate access to verbal memory, with differential effects over time. These findings have pedagogical implications for the use of audio-visual material in foreign language teaching.

ABSTRACT Over the past two decades, Spanish-English bilingual education programmes have expanded significantly in the Spanish education system. One of their stated objectives was to democratise the learning of English. This study aims to assess this claim by analysing the equity of access to this type of education policy and focusing on the urban-rural dimension. The distribution of bilingual schools across the urban-rural dimension is analysed throughout Andalusia (Spain). The effect of the ‘size of the municipality’ on the odds of schools offering a bilingual programme is also examined. We examine the universe of schools offering either primary education (N = 2,543) or compulsory secondary education (N = 1,603) in this region. We analyse geographically referenced data. For the analyses, we combine cartographic analyses with the support of Q-GIS, as well as bivariate and multivariate statistical techniques. The results indicate that bilingual schools are mainly concentrated in larger municipalities. Consequently, children residing in smaller municipalities have far fewer opportunities to attend bilingual schools. The low presence of subsidised private and fully private schools (which are more inclined to offer bilingual education) in these areas, and the lower demand and school supply which result in less school competition, are found to be plausible explanations.

ABSTRACT Translanguaging is a widely used concept in bilingual and multilingual education. Originating in the bilingual education context of Wales, it was initially conceived as a pedagogical strategy for developing linguistic and academic skills in both Welsh and English. Over time, however, the concept has been expanded and reinterpreted along diverse conceptual, pedagogical, and social lines. This article examines translanguaging from the perspective of vulnerable minority languages. It discusses how the act of naming languages plays a crucial role in affirming the existence of minority languages. The article also shows that, in cases such as Basque or Welsh, processes of standardization and the promotion of academic language use are essential for the survival of these languages and for extending their functions into domains traditionally dominated by majority languages. At the same time, it argues for the importance of “breathing spaces” in which the minority language can be used without direct competition from the majority language. While translanguaging practices can be enriching, they could also imply certain risks and, in some contexts, may inadvertently favor the majority language. The article highlights the need to consider the specific historical, sociolinguistic, and pedagogical conditions in which translanguaging takes place.

ABSTRACT Two-way bilingual education (TWBE) programs integrate language minoritized and language majority students to support bilingualism, academic achievement, and sociocultural competence. However, research reveals that unequal power and status relations continue to undermine TWBE’s promise of equity. This article proposes that the traditional focus on language in conceptualizing student integration is insufficient in terms of understanding and negotiating the dynamics of the complex dimensions of bringing together students with different backgrounds and experiences within the context of TWBE programs. Drawing on recent scholarship, we discuss how TWBE programs integrate students across multiple dimensions of diversity—including language, race, class, and disability—and the need to approach the integrated TWBE contexts recognizing this diversity. We put forth two complementary frameworks for reimagining integration: (1) a sense of belonging through inclusive practices, and (2) radical empathy and solidarity in action. These frameworks challenge educators to view diversity as normative and discuss implications for practice at the micro (classroom), meso (school), and macro (district/policy) levels, arguing that only through critical awareness and deliberate action can TWBE deliver on its promise of equity through integration.

Dual language bilingual education (DLBE) and Dual Language Immersion (DLI) programs have burgeoned, yet studies, policies, and program models remain overwhelmingly centered on Spanish as the partner language. This leaves DLBE and DLI in less commonly taught languages (LCTLs) profoundly underrepresented—particularly LCTLs that are typologically, scriptually, and culturally distant from English. This qualitative case study addresses this gap by examining an elementary-school Urdu–English DLI program serving a Pakistani-American community in the U.S. Drawing on 18 months of a research-practice partnership and guided by Hornberger’s (2004) continua of biliteracy, we analyze how the school community navigates systemic constraints and instructional needs in the absence of established models for Urdu. Findings reveal both convergence with DLBE research based on more commonly taught languages—such as flexible language allocation, capacious teacher agency, and purposeful translanguaging—and new insights unique to LCTL contexts, including challenges in addressing biscriptual literacy development and the heightened burden placed on teachers as curricular and assessment designers. By theorizing the realities of LCTL implementation, this study contributes timely insights for the design of inclusive, equitable, and sustainable DLBE programs that can serve diverse linguistic communities who remain sorely underrepresented and underserved in current education and research.

This community service was held in response to the initial finding that Maritime English instruction at SMK Negeri 10 Padang remains hampered by a lack of textbooks aligned with IMO Model Course 3.17, limited teacher training, and students’ insufficient mastery of navigational terminology. The project introduced and disseminated the textbook Maritime English for Navigational Watch Officers developed according to IMO, SMCP, technical terminology, formative exercises, a glossary, and supporting visual resources. A participatory outreach methodology was employed, comprising presentations, group discussions, maritime communication simulations, and a practicality questionnaire. This event took place on 21 July 2025 in the school prayer hall, with participants including Poltekpel Sumbar team, SMK Negeri 10 Padang’s teachers, teaching staff, and students. Quantitative results indicated average “Yes” practicality scores of 70 % from 17 teachers and 83 % from 40 students, particularly regarding ease of use, engaging design, and support for independent learning; concerns remained over textbook ownership and the potential to replace teacher presence. Qualitative feedback underscored the need for online modules, a translated edition, audio–video content, and field visits to Poltekpel Sumbar. The discussion highlights the effectiveness of bilingual instruction, scaffolding, dialogic teaching, and experiential learning in enhancing navigational watch officer competencies. Pedagogical implications include enriching contextual and interactive media; institutional implications stress the importance of formal MoUs, sustainable funding, and local cadre teams; strategic implications advocate for additional ESP maritime titles and digital platforms. The project is envisioned as a replicable model for vocational collaboration to bolster graduate competitiveness in the global shipping industry.