Linguistic Backgrounds Research Articles

Labour of love: Chinese-to-English fan translations of BL web novels

The genre of boys’ love (BL) has enjoyed huge popularity since its Japanese beginnings in the 1960s, and it has taken root in popular cultures in many countries. BL arrived in China via fan translations of Japanese manga into Chinese. With the rise of online fiction platforms in China, local writers produced widely popular male–male romances that gained traction locally and abroad. The outflow of Chinese BL mirrors fan activities that led to the popularity of Japanese manga and anime in the United States. Fan translations of Chinese-to-English BL fiction are one of the most important links in introducing Chinese BL to the rest of the world. This article focuses on the cultural outflow of Chinese BL through fan translations in gloBLizing the genre. Through interviews with five teams and one individual fan translator, this article examines their roles played in the dissemination of BL web novels beyond the native Chinese-speaking world. These fan translators all resided in anglophone countries, and are diverse in their cultural and linguistic backgrounds, ages and BL interests. We interviewed fan translators that translated works from fantasy, alternative history and contemporary romance. Some of these works have been adapted into multimedia and some have not.

A Preliminary Tentative Comparison of the Structures of Some Chadian Languages with English

This paper examines the structural similarities between English and Chadian languages. Chad is a country in Sub Sahara Africa that exhibits a linguistic heterogeneous situation. The estimate of the number of indigenous languages and dialects spoken in Chad is 180. Thus, the languages chosen for the purpose of this study are Ngambay, Mundand, Musey, Tupuri, and Chadian Arabic. It should be noted that all these languages are not only spoken, but they are also written and used for literary education. In addition, English is a foreign language. It is taught as a subject in secondary schools and as a course at universities. French and Arabic are official languages. So, Chadian students studying English therefore have a complex linguistic background. A case in point concerns students of the Higher Teachers’ Training School in N’Djamena. This paper therefore is an attempt to compare the structure of English with the students’ mother tongues in written production. The Chadian National Alphabet has been used for the transcription of the students’ indigenous languages. The Contrastive Analysis theory has also been adopted to compare the structures of these languages. In a linguistically multi-setting like Chad, it is important to attempt to bring languages closer in order to identify the differences and similarities between them from the point of view of their structures, and problematic linguistic areas that prevent students from learning English successfully. But it is found that students’ mother tongues do not pose any problem, in contrast to French language that has been used in education.

Culturally responsive assessment in compulsory schooling in Denmark and Iceland - An illusion or a reality? A comparative study of student teachers’ experiences and perspectives

This paper explores and compares student teachers’ experiences and perspectives on culturally responsive assessment in compulsory schooling in Denmark and Iceland. The study’s theoretical framework draws on scholarship on culturally responsive assessment. The data was derived from fourteen interviews with Danish student teachers and ten interviews with Icelandic student teachers. As per the selection criteria, all participants had to be in the final stages of their education process, meaning they had completed their on-site schoolteacher training and most courses in their teacher education programme. During the interviews, the participants reflected on pre-instructional, formative, and summative assessment practices with cultural diversity in mind. Furthermore, they discussed the importance of assessing children’s well-being. In both countries, the participants demonstrated positive attitudes towards cultural diversity and expressed awareness of considering children’s cultural and linguistic backgrounds when assessing them. On the other hand, most participants expressed criticism of teacher education programmes for lacking attention to the topic of culturally responsive assessment, which resulted in their rudimentary understanding of the theoretical underpinnings.

Perception of Future Spanish Primary Education Teachers on Their Multicultural and Multilingual Competencies and the Sustainability of the Educational System

The objectives of this article are, first, to assess the self-awareness that future primary school teachers have on their role in integrating international students into school and society; second, to determine the importance they give to multiculturalism and multilingualism to develop the communicative competence of their international students. This work is an extension of previous research, started in 2019, with the overall objective of analyzing the sustainability of education systems regarding their current cultural and linguistic diversity. The research question is whether future primary teachers know both assessed aspects. The main problem lies in the initial training in the national language. Its initial design contemplated a context where all students were native speakers. However, the percentage of students with different cultural and linguistic backgrounds has continued to increase. Therefore, communicative competence is crucial for their academic and social inclusion. Through quantitative methodology, the future primary education teachers participated in a survey that addressed these issues. The results demonstrated that training in this aspect makes them aware of their role as mediators and social agents for inclusion. According to the findings, revising initial teacher training in didactics of the language is crucial.

Comprehension of indirect answers: Developmental trajectory for preschool- and early elementary school-aged children with typical development.

Indirect answers are a common type of non-literal language that do not provide an explicit "yes" or "no" to a question (e.g., "I have to work late" indirectly answered "Are you going to the party?" with a negative response). In the current study, weexamined the developmental trajectory of comprehension of indirect answers among 5- to 10-year-old children with typical development.Forty-eight children, 23 boys and 25 girls, between the ages of 5 years; 0 months and 10 years; 11 months (M= 8;2,SD= 19.77 months) completed an experimental task to judge whether a verbally presented indirect answer meant yes or no (Comprehension Task) and then explain their choice (Explanation Task). Responses were scored for accuracy and coded for error analysis.On the Comprehension Task, the 5- to 8-year-oldsperformed with approximately 85% accuracy, while the 9- and 10-year-olds achieved 95% accuracy. On the Explanation Task, the cross-sectional trajectory revealed three stages: the 5- and 6-year-olds adequately explained indirect answers 32%of the time, the 7- and 8-year-olds performed significantly higher at 55%, and the 9- and 10-year-olds made significant gains than the younger children at 66%. Error analysis revealed that when children fail to interpret speaker intentions appropriately, theyrepeat the speaker's utterance or provide an insufficient explanation80% of the time. Other responses, such as those irrelevant to the context, indicating "I don't know" or no response, or that were made-up interpretations each accounted for 2%-10% of total inadequate explanations.Studyfindings indicate discrepancies between task performances and offer two separate sets of baseline data for future comparisons that investigate comprehension or explanation of indirect answers by children with different cultural and linguistic backgrounds and by those with varying cognitive and language profiles.

A codesigned integrated kidney and diabetes model of care improves patient activation among patients from culturally and linguistically diverse backgrounds.

Little is known about the relationship between patients' cultural and linguistic backgrounds and patient activation, especially in people with diabetes and chronic kidney disease (CKD). We examined the association between culturally and linguistically diverse (CALD) background and patient activation and evaluated the impact of a codesigned integrated kidney and diabetes model of care on patient activation by CALD status in people with diabetes and CKD. This longitudinal study recruited adults with diabetes and CKD (Stage 3a or worse) who attended a new diabetes and kidney disease service at a tertiary hospital. All completed the patient activation measure at baseline and after 12 months and had demographic and clinical data collected. Patients from CALD backgrounds included individuals who spoke a language other than English at home, while those from non-CALD backgrounds spoke English only as their primary language. Paired t-tests compared baseline and 12-month patient activation scores by CALD status. Patients from CALD backgrounds had lower activation scores (52.1 ± 17.6) compared to those from non-CALD backgrounds (58.5 ± 14.6) at baseline. Within-group comparisons showed that patient activation scores for patients from CALD backgrounds significantly improved by 7 points from baseline to 12 months follow-up (52.1 ± 17.6-59.4 ± 14.7), and no significant change was observed for those from non-CALD backgrounds (58.5 ± 14.6-58.8 ± 13.6). Among patients with diabetes and CKD, those from CALD backgrounds report worse activation scores. Interventions that support people from CALD backgrounds with comorbid diabetes and CKD, such as the integrated kidney and diabetes model of care, may address racial and ethnic disparities that exist in patient activation and thus improve clinical outcomes. Patients, caregivers and national consumer advocacy organisations (Diabetes Australia and Kidney Health Australia) codesigned a new model of care in partnership with healthcare professionals and researchers. The development of the model of care was informed by focus groups of patients and healthcare professionals and semi-structured interviews of caregivers and healthcare professionals. Patients and caregivers also provided a rigorous evaluation of the new model of care, highlighting its strengths and weaknesses.

Impact of Digital Technologies in Agricultural Extension

The emergence and widespread adoption of digital technologies have reshaped the landscape of agriculture extension services, fostering increased efficiency, accessibility, and sustainability. The proliferation of digital technologies such as smartphones, the internet, data analytics, and sensor-based devices has ushered in a new era of agriculture extension services. These technologies have enabled real-time communication, data-driven decision-making, and access to a vast repository of agricultural information. Farmers, extension agents, and policymakers now have a wealth of tools and applications at their disposal, empowering them to make informed choices for increased agricultural productivity and sustainability. Digital tools have profoundly impacted agricultural extension services, revolutionizing how information is disseminated and accessed by farmers. Some analysis of how mobile apps, web platforms, and data analytics have transformed agricultural extension, empowering farmers and increasing productivity. Mobile applications and web-based platforms have facilitated the dissemination of agricultural knowledge, empowering farmers with up-to-date practices. By reducing the digital divide, ICT-based extension services promote equitable access to information, leading to enhanced agricultural productivity and sustainability. By bridging the information gap, digital technologies enhance agricultural productivity, profitability, and sustainability. Local language support ensures farmers from various linguistic backgrounds can easily understand and benefit from the information provided, enhancing the tool's usability and impact. Tailoring agricultural information to specific regions addresses diverse farming practices and challenges, enhancing relevance and adoption. By promoting language and regional adaptation, digital technologies can bridge the digital divide and empower farmers with valuable insights for sustainable agricultural development.

Stakeholders’ Experiences and Perceptions of the Provision and Practice of Language Support for Ethnic Minority School Children in Japan

This study examines experiences and perceptions concerning the provision of Japanese language support for ethnic minority school children between the ages of 6 and 12 enrolled in public elementary schools in a city located in the Kansai region of Japan (hereinafter referred to as “City M”). This paper will focus in particular on interpreting the experiences and perspectives of language support teachers, volunteer interpreters, mother-tongue language supporters (hereafter referred to as MTLS) as well as three principals of three public elementary schools located in particularly different areas of the City M. Each of the school’s history, backgrounds and current situations are varied and unique. One-on-one interviews of 40 to 60 min in length were conducted with a total of 9 participants consisting of public elementary school principals and Japanese language support teachers. These results of the data collection provided a deeper understanding and explanation of the reasons behind current trends and challenges regarding the accessibility, implementation, provision, and practice of language learning support for ethnic minority school children. The findings from this research will increase awareness of current issues faced by practitioners supporting ethnic minority children in their learning. The research findings also provide insight into what obstacles need to be overcome in order to provide adequate, sufficient, and sustainable educational support for children from different cultural and linguistic backgrounds within the mainstream Japanese education system.

Epistemic (in)justice in English medium instruction: transnational teachers’ and students’ negotiation of knowledge participation through translanguaging

Informed by a combined framework of ‘translanguaging’ and ‘epistemic injustice’, this paper examines how a group of teachers and students from diverse linguistic and cultural backgrounds negotiated their knowledge participation through translanguaging in an English medium instruction (EMI) degree program at a Chinese university. Data were collected over a 12-month classroom ethnography, including lesson recordings, stimulated recalls, and reflexive journals. A thematic analysis of the data reveals that transnational teachers and students actively employed translanguaging to challenge the prevailing hegemony of Western thinking and knowing in the EMI environment. We identified three key translanguaging capacities that facilitated transformative knowledge negotiation: (1) counteracting testimonial injustice; (2) providing hermeneutical resources; and (3) enhancing the sensitivity of trans-epistemic practices. Our study attests to the value of translanguaging as a transformative strategy to generate epistemic access for transnational students engaged in EMI learning, informing efforts to foster educational equity in the internationalization of higher education and to empower transnational teachers and students to reclaim their epistemic contribution capacities in the EMI context.

Comparative Analysis of International Environmental Communication Practices of DPRK and ROK in the Perspective of Framing Theory

Since the disclosure of the plan in 2021, the incident of Japan's Fukushima nuclear wastewater discharge into the sea has been strongly concerned by the international community, especially by the neighboring Asia-Pacific countries, and it has been intensifying in recent years, and it has triggered the world's public opinion once again before the official discharge of the plan in the summer of 2023. The media industry's coverage of this issue needs to consider the cross-cutting fields of environmental, health, and international communication, making it a good case for academic research. Meanwhile, the Democratic People's Republic of Korea (DPRK) the and Republic of Korea (ROK), which are located on the Korean Peninsula and have been greatly affected by the incident, have similar linguistic, cultural, and historical backgrounds, but the existing literature has not provided satisfactory comparative studies on the media industries of the two countries, especially on the mainstream media. In this regard, under the guidance of the framework of high and low levels, this paper selects the relevant reports of the Korean Central News Agency (KCNA) and the Korea JoongAng Daily (KJD) from June to July 2023, conducts content analysis and text analysis, reveals the main points of characteristics, similarities and differences, and provides an operational basis for the establishment of a diversified international communication system.

Exploring native and non-native English speaker teachers' perceptions of English teacher qualities and their students' responses.

Due to globalization, English has gradually become a lingua franca, leading to a rising demand for proficient English teachers all over the globe. In China, more EFL teachers are being recruited, particularly at the tertiary level, with a greater preference for so-called "native English speaking teachers (NESTs)" over "non-native English-speaking teachers (NNESTs)" due to the impacts of native-speakerism. Research has shown NESTs, NNESTs, and students are often misaligned in terms of beliefs about language learning and teaching which affect teaching effectiveness as well as student achievement. Recognizing this issue, this study investigated NESTs', NNESTs', and Chinese English-major students' perceptions of characteristics of effective EFL teachers at four mid-tier universities across China. Findings from semi-structured interviews with 16 students suggest that NNESTs and Chinese English-major students had similar views on language learning and teaching. Both groups valued prerequisite qualities such as having expert knowledge, language skills, teaching skills, and professionalism. NESTs, however, valued qualities such as caring, patience, flexibility, engagement, and awareness of students' learning needs. These differences are likely the result of these two groups of teachers' linguistic, cultural, and educational background differences. The highly uniform views of the two groups of teachers suggest that they tended to emphasize certain qualities while disregarding others. These findings suggest the need to raise teachers' and students' awareness of the benefits of different types of teacher qualities so that curriculum design and lesson planning can be implemented for better instructional alignment to ultimately improve teaching effectiveness.

The View of Minority Youth on Cultural Continuity When Developing Their Identity in Majority Foster Homes

ABSTRACT Under national and international legislation, when choosing a foster home, continuity of upbringing and connection to the child’s cultural, religious, ethnic and linguistic backgrounds is desirable. However, research shows that such considerations are only taken into account to a small extent and that children from minority backgrounds are often settled in majority foster homes. The Norwegian Child Welfare Service has been criticised for this. In this article, the focus is on youth with minority backgrounds living in majority foster homes and their views on cultural continuity. What is important for these young people when developing their identity in foster homes? The study is based on qualitative interviews with nine adolescents from minority backgrounds who live in majority foster homes. The analysis was conducted using a hermeneutic phenomenology methodology and shows that youth do not necessarily want cultural continuity in the sense of living in a culturally “matched” foster home. However, they want cultural continuity in other ways, for example as the continuation of food traditions and celebrations. It can thus be argued that cultural continuity is safeguarded to varying degrees by the youth themselves. Most important for adolescents is that they can choose for themselves who they want to be and that their foster parents support this. Understood in the light of childhood sociology, youth want to be considered as rational and competent actors with “thick” agency, also called “being”. The need for self-determination in the development of the youth’s own identity is central.

Translator Trainees’ Performance on Arabic–English Promotional Materials

Abstract Due to linguistic and cultural variations between the source language (SL) and the target language (TL), the tourism industry may struggle to communicate effectively with tourists from various linguistic and cultural backgrounds. The translation industry could contribute significantly to the growth of the tourism industry by removing linguistic and cultural barriers, facing those with different cultural and language backgrounds. Given this issue, this study targets 27 postgraduates enrolled in translation training programs at Saudi universities with an average age of M = 27.471 (SD = 4.8319) and examine their performance on inverse translation (Arabic to English). The authors use a translation task, a tourism-based knowledge questionnaire, and a scale of difficulty to gather the data. Findings reveal shortcomings in the postgraduates’ translation of the promotional translation material and adherence to the source text style. The participants’ responses to the questionnaire show a lack of know-what and know-how in tourism translation. Training in tourism translation and the design of tourism translation courses should be based on the interdisciplinary nature of the field in order to adequately prepare translator trainees for the tourism translation industry.

The Teacher’s Wellbeing as a Binary Asset When Working with Newly Arrived Immigrant Pupils

The influx of immigrants has led to increased cultural and ethnic diversity in classrooms, presenting unique challenges for teachers who work with pupils with varying linguistic, social, and cultural backgrounds. This paper examines the impact of these challenges on the wellbeing of teachers who work with newly arrived immigrant pupils. It is argued that a lack of knowledge and skills in this area can be educationally, socially, and psychologically demanding for teachers, negatively affecting their wellbeing. Teachers’ wellbeing can be influenced by two main factors: personal and internal factors such as perceptions and ideology and contextual and external factors such as workload, low student motivation, lack of support, conflict with colleagues, and role ambiguity. Despite the importance of teacher wellbeing, it has received less attention than pupils’ wellbeing. Using an ethnographic study that collected data over a school year in two phases, this paper investigates the perceptions and self-constructed pedagogies of the teacher working with newly arrived immigrant pupils. Findings reveal that the teacher’s emphasis on her wellbeing, as well as her pupils’ wellbeing, emerged as the center of her self-constructed approaches. We posit that ‘diversity-related teacher wellbeing’ is crucial in wellbeing pedagogy, given that diversity is one of the main elements in reception classes. For the successful education of newly arrived immigrant pupils, the wellbeing of teachers who work with this group should be prioritized. This paper contributes to the field of wellbeing education by highlighting the importance of teacher wellbeing as a part of wellbeing pedagogy for newcomer pupils. Improving teacher wellbeing may have a positive effect on the wellbeing of newly arrived immigrant pupils, creating a win-win situation. The paper concludes with suggestions for professional support and directions for future research.

Narrating Ethnicity in Oral History Interviews: Life Stories of People Resettled from Estonia to Germany in 1941

This article demonstrates the possibilities of using oral history sources in the study of ethnicity. Interviews conducted with people who resettled from Estonia to Germany in 1941 were analysed for this purpose. It was asked why some interviewees are remarkably vague in their ethnicity narratives while some others present highly firm statements. The analysis that relies on the Communication Theory of Identity shows that interviewees’ pre-war ethnic, cultural and linguistic background was relatively insignificant. Instead, the most important distinguishing factor was involvement in the Baltic German or exile Estonian communities after World War II; the former was rather related to vagueness and the latter rather to firmness. Thus, it depended mainly on this factor what were the narrating strategies the interviewees made use of to present themselves in a desired way during the interview. In addition, the expressions, both vague and firm, were related to the widespread understanding of the primordial nature of ethnicity to which the interviewees tried to fit their own, often inconsistent, ethnic background and life stories. The results suggest that to understand the appearance of ethnicity in oral history interviews, the patterns of how ethnicity is narrated would be useful to trace and common perceptions on ethnic identity should be considered.

Content and language integrated learning: enhancing language acquisition and content understanding

Content and Language Integrated Learning (CLIL) is an educational approach that integrates the teaching of content subjects with the learning of a foreign or second language. This article explores the concept of CLIL, its benefits, and provides evidence-based citations to support its effectiveness in language acquisition and content understanding. The benefits of CLIL include enhanced language acquisition, improved content understanding, increased motivation and engagement, and the development of cultural and intercultural competence. Research has shown that CLIL students demonstrate improved language proficiency in all language skills, including listening, speaking, reading, and writing. CLIL also facilitates a deeper understanding of academic content by allowing students to explore complex topics using authentic language. Furthermore, CLIL programs promote active learning and intrinsic motivation, as students perceive the relevance and utility of the language being learned. The integration of language learning with content subjects creates opportunities for cultural and intercultural competence development, as students are exposed to diverse perspectives and collaborate with individuals from different linguistic backgrounds. Multiple studies have provided evidence supporting the effectiveness of CLIL. Research has consistently shown that CLIL programs result in significant improvements in language proficiency, both in receptive and productive skills. Additionally, CLIL students have demonstrated higher levels of motivation and engagement compared to those in traditional language learning settings. The findings from these studies highlight the positive impact of CLIL on language acquisition and content understanding. As the demand for multilingual individuals continues to grow in our interconnected world, CLIL stands as a valuable educational approach that equips learners with language skills and subject knowledge simultaneously. This article serves as a comprehensive overview of CLIL, providing educators, researchers, and policymakers with insights into the benefits and evidence supporting the implementation of CLIL programs in educational settings.

Voicing singlish from the “middle”: Indexical hybridities of class, race, language, and Singaporeanness

AbstractThe long‐governing People's Action Party in Singapore, cautious of the appeal of Marxist‐type class analyses, recognizes political mileage in promoting the myth of a homogenous “class blind” society. Popular uptakes of this perspective are seen online in parodic uses of new terms high SES and low SES to counter the suggestion that socioeconomic status (SES) is a relevant distinction in Singapore. Such parodies are nevertheless deeply classed, as middle‐class subjectivity emerges through the negation of class‐based extremes (Hall, 2021). This article argues that Singlish has become a powerful instrument for sustaining middle‐class normativity. Its positioning by invested listening subjects (Inoue, 2006) as a hybrid language that equally encompasses speakers of diverse linguistic backgrounds obscures not just class relations but also the central linkage that lies at the heart of a raciolinguistic perspective (Rosa and Flores, 2017). Once class and race are co‐naturalized in this way, speakers can use Singlish to perform an “authentic Singaporeanness,” but this performance is in turn facilitated by a metapragmatic narrative that motivates which forms become enregistered as Singlish.

The language learning strategies of multilinguals: the influence of age of acquisition in early bilingualism

ABSTRACT This project studies how Spanish-Catalan early bilinguals use language learning strategies (LLS) differently depending on their order of language acquisition when they are learning French as an L4. Considering that the use of LLS has been pointed out as a sign of successful language learning, the study inquires whether being a simultaneous bilingual constitutes an advantage over being a sequential bilingual of the same languages. Ninety high school students (52 simultaneous bilinguals and 38 sequential bilinguals) were recruited from Valencia (Spain) and completed a self-report questionnaire on their use of LLS. Students also completed a linguistic background questionnaire, a proficiency self-assessment, and a translation task. Age, proficiency in French, and type of language acquisition (simultaneous or sequential) were included in the analysis. Results showed that simultaneous bilinguals used LLS more frequently than sequential bilinguals, particularly compensation strategies, and that participants’ age had a significant effect on their use of metalinguistic strategies. These results show that there are qualitative differences between the language learning management of simultaneous and sequential bilinguals, and demonstrate that differences between these two groups are worthy of further exploration.

Kompetencje językowe bazylianów prowincji litewskiej w XVII–XVIII wieku

The activity of the Basilian congregation is crucial to understanding the cultural, social, religious transformations and relations occurring at the cultural borderlands marked by the Latin and Byzantine cultural circles. Based on the catalogue of Basilians studying at the papal seminary in Vilnius between 1611 and 1795, and a census of the monks from 1800, the paper analyses the linguistic competences of the Basilians of the Lithuanian province. The monks usually had knowledge of three languages i.e., Latin, Polish and „Sclavonica” or „Ruthenica”. In the second half of the 18th century, Basilians expanded their linguistic competences to include knowledge of modern languages: French, German and Italian. In response to pastoral needs, they used Lithuanian, Samogitian and Latvian. The monks used their linguistic competences in their pastoral and educational work. The monks in the Grand Duchy of Lithuania, together with the Unitarian parish clergy, formed an environment that maintained the literary tradition of the Ruthenian language. Basilians’ linguistic competences shaped the forms of content and message in pastoral work, spreading faith and enabling correlations between the cultural heritage of various linguistic groups. The monks’ skills enabled them to act as content intermediaries between communities of different linguistic backgrounds and between elite and egalitarian culture.

Towards the Development of a Multilingual Environment: A Case of a South African University

This paper presents an observational study conducted at one of the South African Universities, which is undergoing a transformation aimed at acknowledging and incorporating indigenous languages. While the positive response to the Language Policy of Higher Education (LPHE) is laudable, certain aspects of this transformation still fail to recognize the importance of indigenous languages as sources of knowledge. The primary objective of this paper is to shed light on scenarios where multilingualism, specifically through translanguaging, is acknowledged and utilized to enhance students' comprehension of academic materials, particularly for non-speakers of Setswana who are learning the language for communicative purposes. The findings of a focus group discussion revealed that multilingual students possess valuable funds of knowledge that deserve recognition in teaching and learning contexts. Consequently, this paper emphasizes the necessity of recognizing and utilizing multilingualism not only for communicative purposes but also for academic purposes. It advocates for the adoption of a translanguaging approach in teaching and acknowledges students' language practices as a means to provide access to social justice for multilingual students. In conclusion, this study underscores the importance of recognizing the role of multilingualism in academia and highlights the need to move beyond a solely communicative focus. By incorporating translanguaging practices and acknowledging students' diverse linguistic backgrounds, educational institutions can promote equitable access to education and foster social justice for multilingual learners.