Journal for Multicultural EducationTable of Contents for Journal for Multicultural Education. List of articles from the current issue, including Just Accepted (EarlyCite)https://www.emerald.com/insight/publication/issn/2053-535X/vol/17/iss/4?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestJournal for Multicultural EducationEmerald Publishing LimitedJournal for Multicultural EducationJournal for Multicultural Educationhttps://www.emerald.com/insight/proxy/containerImg?link=/resource/publication/journal/cfc5bbd7f725d3b3ebe3e817f97c7b8e/urn:emeraldgroup.com:asset:id:binary:jme.cover.jpghttps://www.emerald.com/insight/publication/issn/2053-535X/vol/17/iss/4?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestTeaching to (un)learn: enacting social justice in the identity development of multilingual/Latinx/BIPOC teacher candidateshttps://www.emerald.com/insight/content/doi/10.1108/JME-09-2022-0116/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper aims to describe how engaging in an inquiry-as-stance reflexive approach informed the design of a graduate-level early childhood social studies methods course to support the professional identity development of multilingual/Latinx, Black, Indigenous, people of color (ML/L/BIPOC) teacher candidates. Nested within a theoretical construct that articulates “unlearning as a disruptive force” (Dunne, 2016), the author used a parallel process that modeled the teaching of social studies methods grounded in critical reflections of students’ cultural and linguistic assets. In so doing, the author shares how she models culturally and linguistically responsive-sustaining pedagogy in practice. The findings illustrate that in this course, students begin unlearning internalized deficit narratives that they have been socialized to believe about themselves and, often, their students. This study is based on only four semesters of teaching one graduate-level methods course to ML/L/BIPOC early childhood educators at one institution, research results may lack generalizability. Therefore, researchers are encouraged to test the proposed propositions further. Through unlearning, ML/L/BIPOC learn to recognize their assets, dispositions, skills and capacities more fully and, thus, are more able to enact culturally responsive-sustaining pedagogy once in their own classrooms. As such, this study has value for applying critical, identity-centered and asset-based pedagogies in teacher preparation programs.Teaching to (un)learn: enacting social justice in the identity development of multilingual/Latinx/BIPOC teacher candidates
Yasmin Morales-Alexander
Journal for Multicultural Education, Vol. 17, No. 4, pp.393-405

This paper aims to describe how engaging in an inquiry-as-stance reflexive approach informed the design of a graduate-level early childhood social studies methods course to support the professional identity development of multilingual/Latinx, Black, Indigenous, people of color (ML/L/BIPOC) teacher candidates.

Nested within a theoretical construct that articulates “unlearning as a disruptive force” (Dunne, 2016), the author used a parallel process that modeled the teaching of social studies methods grounded in critical reflections of students’ cultural and linguistic assets. In so doing, the author shares how she models culturally and linguistically responsive-sustaining pedagogy in practice.

The findings illustrate that in this course, students begin unlearning internalized deficit narratives that they have been socialized to believe about themselves and, often, their students.

This study is based on only four semesters of teaching one graduate-level methods course to ML/L/BIPOC early childhood educators at one institution, research results may lack generalizability. Therefore, researchers are encouraged to test the proposed propositions further.

Through unlearning, ML/L/BIPOC learn to recognize their assets, dispositions, skills and capacities more fully and, thus, are more able to enact culturally responsive-sustaining pedagogy once in their own classrooms. As such, this study has value for applying critical, identity-centered and asset-based pedagogies in teacher preparation programs.

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Teaching to (un)learn: enacting social justice in the identity development of multilingual/Latinx/BIPOC teacher candidates10.1108/JME-09-2022-0116Journal for Multicultural Education2023-05-30© 2023 Emerald Publishing LimitedYasmin Morales-AlexanderJournal for Multicultural Education1742023-05-3010.1108/JME-09-2022-0116https://www.emerald.com/insight/content/doi/10.1108/JME-09-2022-0116/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Something more beautiful: educational and epistemic integrations beyond inequities in Muslim-minority contextshttps://www.emerald.com/insight/content/doi/10.1108/JME-05-2022-0062/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestIslamic schools in Western secular societies are evolving in response to collective concerns over marginalization of Muslim children and communities and to increasing demands for high-quality education in the faith tradition. These schools are at the center of public debate over how they fit within secular societies. This paper aims to take a pedagogic look at the literature in the field of Islamic Education Studies. Engaging in a collaborative thematic analytic review of this literature, in an educational hermeneutic approach, two novel themes are discerned as features of Muslim learners’ diverse educational landscapes. The first theme, Dual Consciousness recognizes that young Muslims live parallel lives, moving between secular and faith-based schools and communities, and suggesting potential in developing cognitive flexibility across epistemic horizons. The second theme, Educational Transferables is a coalescence of abilities that young Muslims develop within sites of Islamic education, which may enhance their engagement in secular schools and societies. In highlighting possibilities for young people’s educational well-being in both secular and Islamic schools, with significant pedagogical implications for both, the themes featured in this paper suggest that Muslim learners’ complex educational experiences make varied contributions to heterogeneous societies. Despite ongoing forces of marginalization, expressions of Islamic education have benefits for young Muslims negotiating complex sociocultural and educational worlds. In highlighting possibilities for young people’s educational well-being in both secular and Islamic schools, with significant pedagogical implications for both, these themes suggest that Muslim educators can nurture in young people the ability for complex, conceptual integration in contribution to heterogeneous societies.Something more beautiful: educational and epistemic integrations beyond inequities in Muslim-minority contexts
Claire Alkouatli, Nadeem Memon, Dylan Chown, Youcef Sai
Journal for Multicultural Education, Vol. 17, No. 4, pp.406-418

Islamic schools in Western secular societies are evolving in response to collective concerns over marginalization of Muslim children and communities and to increasing demands for high-quality education in the faith tradition. These schools are at the center of public debate over how they fit within secular societies. This paper aims to take a pedagogic look at the literature in the field of Islamic Education Studies.

Engaging in a collaborative thematic analytic review of this literature, in an educational hermeneutic approach, two novel themes are discerned as features of Muslim learners’ diverse educational landscapes.

The first theme, Dual Consciousness recognizes that young Muslims live parallel lives, moving between secular and faith-based schools and communities, and suggesting potential in developing cognitive flexibility across epistemic horizons. The second theme, Educational Transferables is a coalescence of abilities that young Muslims develop within sites of Islamic education, which may enhance their engagement in secular schools and societies.

In highlighting possibilities for young people’s educational well-being in both secular and Islamic schools, with significant pedagogical implications for both, the themes featured in this paper suggest that Muslim learners’ complex educational experiences make varied contributions to heterogeneous societies.

Despite ongoing forces of marginalization, expressions of Islamic education have benefits for young Muslims negotiating complex sociocultural and educational worlds. In highlighting possibilities for young people’s educational well-being in both secular and Islamic schools, with significant pedagogical implications for both, these themes suggest that Muslim educators can nurture in young people the ability for complex, conceptual integration in contribution to heterogeneous societies.

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Something more beautiful: educational and epistemic integrations beyond inequities in Muslim-minority contexts10.1108/JME-05-2022-0062Journal for Multicultural Education2023-06-26© 2023 Emerald Publishing LimitedClaire AlkouatliNadeem MemonDylan ChownYoucef SaiJournal for Multicultural Education1742023-06-2610.1108/JME-05-2022-0062https://www.emerald.com/insight/content/doi/10.1108/JME-05-2022-0062/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Nurturing self-efficacy for culturally responsive teaching through online language immersionhttps://www.emerald.com/insight/content/doi/10.1108/JME-11-2022-0154/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to examine the impact of an online language immersion program on the participants’ self-efficacy for culturally responsive teaching. The Culturally Responsive Teaching Self-Efficacy Scale (Siwatu, 2007), the Culturally Responsive Teaching Outcome Expectations Scale (Siwatu, 2007) and the Culturally Responsive Classroom Management Self-Efficacy Scale (Siwatu, et al., 2015) were used to examine the impact of the intervention using a pretest/posttest analysis. Participant reflections were also qualitatively coded to provide further insight into the program. The intervention showed a statistically significant and positive change to participant’s self-efficacy in the areas of culturally responsive teaching and culturally responsive classroom management. Participants showed growth in outcome expectancy, but this change was not statistically significant. Educators working with a high number of English learners (EL) can benefit from the intervention, which allows the educator to share in the language learning experience and gain a deeper understanding of the day-to-day challenges faced by their students. This study represents the second attempt to document the impact of the BaseLang Grammarless program as a professional learning intervention for K-12 educators working in schools with a high rate of EL.Nurturing self-efficacy for culturally responsive teaching through online language immersion
Matthew B. Courtney
Journal for Multicultural Education, Vol. 17, No. 4, pp.419-426

This study aims to examine the impact of an online language immersion program on the participants’ self-efficacy for culturally responsive teaching.

The Culturally Responsive Teaching Self-Efficacy Scale (Siwatu, 2007), the Culturally Responsive Teaching Outcome Expectations Scale (Siwatu, 2007) and the Culturally Responsive Classroom Management Self-Efficacy Scale (Siwatu, et al., 2015) were used to examine the impact of the intervention using a pretest/posttest analysis. Participant reflections were also qualitatively coded to provide further insight into the program.

The intervention showed a statistically significant and positive change to participant’s self-efficacy in the areas of culturally responsive teaching and culturally responsive classroom management. Participants showed growth in outcome expectancy, but this change was not statistically significant.

Educators working with a high number of English learners (EL) can benefit from the intervention, which allows the educator to share in the language learning experience and gain a deeper understanding of the day-to-day challenges faced by their students.

This study represents the second attempt to document the impact of the BaseLang Grammarless program as a professional learning intervention for K-12 educators working in schools with a high rate of EL.

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Nurturing self-efficacy for culturally responsive teaching through online language immersion10.1108/JME-11-2022-0154Journal for Multicultural Education2023-06-14© 2023 Emerald Publishing LimitedMatthew B. CourtneyJournal for Multicultural Education1742023-06-1410.1108/JME-11-2022-0154https://www.emerald.com/insight/content/doi/10.1108/JME-11-2022-0154/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Equitable STEM+CS learning experiences for girls of color: nurturing an independent learning approach via a learning ecosystemhttps://www.emerald.com/insight/content/doi/10.1108/JME-01-2023-0004/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThere is a critical need to understand how to attract Black girls and other girls of color to the science, technology, engineering, math, and computer science (STEM+CS) field. This study aims to look at the design and implementation of a CS learning ecosystem that supports girls of color in acquiring critical CS skills starting in middle school. This mixed-method case study included 53 girls, between the ages of 11 and 13, in four US middle schools. Study methods included the analysis of a pre-program student survey, longitudinal interviews and focus groups, weekly observations and computing artifacts. Program participants were interested in CS, were confident in their ability to learn CS, had prior coding and CS experience and had parents and teachers who encouraged them to learn CS. But some students showed dependent learning behaviors while engaging in CS activities. These included relying on instructors and being reticent to make mistakes–behaviors that limit learning. The CS learning ecosystem supported students as they shifted from applying dependent learning approaches to applying independent learning approaches. Instructors sustained a growth mindset and supported productive struggle as students learned CS skills. A CS learning system supported equitable learning experiences and helped students develop independent learning behaviors that led to deeper engagement in CS.Equitable STEM+CS learning experiences for girls of color: nurturing an independent learning approach via a learning ecosystem
Ryoko Yamaguchi, Veronica Hankerson Madrigal, Cyntrica N. Eaton, Jamika D. Burge
Journal for Multicultural Education, Vol. 17, No. 4, pp.427-442

There is a critical need to understand how to attract Black girls and other girls of color to the science, technology, engineering, math, and computer science (STEM+CS) field. This study aims to look at the design and implementation of a CS learning ecosystem that supports girls of color in acquiring critical CS skills starting in middle school.

This mixed-method case study included 53 girls, between the ages of 11 and 13, in four US middle schools. Study methods included the analysis of a pre-program student survey, longitudinal interviews and focus groups, weekly observations and computing artifacts.

Program participants were interested in CS, were confident in their ability to learn CS, had prior coding and CS experience and had parents and teachers who encouraged them to learn CS. But some students showed dependent learning behaviors while engaging in CS activities. These included relying on instructors and being reticent to make mistakes–behaviors that limit learning. The CS learning ecosystem supported students as they shifted from applying dependent learning approaches to applying independent learning approaches. Instructors sustained a growth mindset and supported productive struggle as students learned CS skills.

A CS learning system supported equitable learning experiences and helped students develop independent learning behaviors that led to deeper engagement in CS.

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Equitable STEM+CS learning experiences for girls of color: nurturing an independent learning approach via a learning ecosystem10.1108/JME-01-2023-0004Journal for Multicultural Education2023-07-04© 2023 Emerald Publishing LimitedRyoko YamaguchiVeronica Hankerson MadrigalCyntrica N. EatonJamika D. BurgeJournal for Multicultural Education1742023-07-0410.1108/JME-01-2023-0004https://www.emerald.com/insight/content/doi/10.1108/JME-01-2023-0004/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Are equally competent Roma-minority students perceived as less smart than their non-Roma classmates? Ethnic differences in teachers’ ability attributionshttps://www.emerald.com/insight/content/doi/10.1108/JME-03-2023-0015/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestTeachers’ ability attributions play an important role in students’ educational outcomes. Perceptions of academic abilities, however, are subject to biases. This study aims to examine ethnic biases in homeroom teachers’ ability attributions in Hungarian primary schools. Using a unique database combining survey data collected among teachers with administrative data on students’ standardised test scores, the author compares ability attributions towards equally competent minority and majority classmates (Nstudents = 604, Nclasses = 34 in Grade 6; Nstudents = 420, Nclasses = 27 in Grade 8). The author finds that Roma students are less likely to be perceived as smart by their homeroom teachers than their non-Roma classmates with similar standardised achievement scores in Grade 6, but not in Grade 8. The ethnic difference in being perceived as smart is substantially reduced after controlling for students’ socioeconomic status and cultural resources. On the other hand, homeroom teachers perceive Roma students to be similarly hardworking and “good students” than equally competent non-Roma students. This study highlights an important mechanism that can contribute to educational inequalities. The findings suggest that previously found differences between equally competent Roma and non-Roma students’ teacher-given school grades might arise due to biases in ability attributions rather than differences in perceived efforts. It is important to make teachers aware of potential biases in student assessment and evaluation.Are equally competent Roma-minority students perceived as less smart than their non-Roma classmates? Ethnic differences in teachers’ ability attributions
Dorottya Kisfalusi
Journal for Multicultural Education, Vol. 17, No. 4, pp.443-457

Teachers’ ability attributions play an important role in students’ educational outcomes. Perceptions of academic abilities, however, are subject to biases. This study aims to examine ethnic biases in homeroom teachers’ ability attributions in Hungarian primary schools.

Using a unique database combining survey data collected among teachers with administrative data on students’ standardised test scores, the author compares ability attributions towards equally competent minority and majority classmates (Nstudents = 604, Nclasses = 34 in Grade 6; Nstudents = 420, Nclasses = 27 in Grade 8).

The author finds that Roma students are less likely to be perceived as smart by their homeroom teachers than their non-Roma classmates with similar standardised achievement scores in Grade 6, but not in Grade 8. The ethnic difference in being perceived as smart is substantially reduced after controlling for students’ socioeconomic status and cultural resources. On the other hand, homeroom teachers perceive Roma students to be similarly hardworking and “good students” than equally competent non-Roma students.

This study highlights an important mechanism that can contribute to educational inequalities. The findings suggest that previously found differences between equally competent Roma and non-Roma students’ teacher-given school grades might arise due to biases in ability attributions rather than differences in perceived efforts. It is important to make teachers aware of potential biases in student assessment and evaluation.

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Are equally competent Roma-minority students perceived as less smart than their non-Roma classmates? Ethnic differences in teachers’ ability attributions10.1108/JME-03-2023-0015Journal for Multicultural Education2023-07-31© 2023 Emerald Publishing LimitedDorottya KisfalusiJournal for Multicultural Education1742023-07-3110.1108/JME-03-2023-0015https://www.emerald.com/insight/content/doi/10.1108/JME-03-2023-0015/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Faculty perceptions of online presence: intercultural considerationshttps://www.emerald.com/insight/content/doi/10.1108/JME-07-2022-0091/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe Covid-19 pandemic forced educational institution to rapidly switch to online delivery. Even if the pandemic seems to be over, online learning will continue to constitute at least a part of the course’s delivery in the future. With that in mind, this study aims to explore the factors that influence teaching presence online and how these perceptions will guide teachers to adopt practices that will impact their presence accordingly. Given the changes implemented due to the pandemic, this study is essential to identify the significance of teaching and social presence in online classes. Semi-structured interviews were used to find answers to the posed research questions. Exploring the perceptions and experiences of four university teachers, this study, informed by the community of inquiry (CoI) model, investigated the impact of teaching and social presence on the online learning experience in higher education. The findings indicate that teachers acknowledged the importance of these two elements in teaching online. Moreover, the study investigates how teachers could establish teaching and social presence to enhance the online learning experience. The study explores teachers’ views on the importance of presence, their practices to achieve in an online learning environment and addresses a gap in the literature on “teaching presence from the educator’s perspective, [since] most studies exploring the student’s perspective” (Gurley, 2018, p. 200).Faculty perceptions of online presence: intercultural considerations
Dima Yousef, Aseel A. Takshe, Davide Contu
Journal for Multicultural Education, Vol. 17, No. 4, pp.458-472

The Covid-19 pandemic forced educational institution to rapidly switch to online delivery. Even if the pandemic seems to be over, online learning will continue to constitute at least a part of the course’s delivery in the future. With that in mind, this study aims to explore the factors that influence teaching presence online and how these perceptions will guide teachers to adopt practices that will impact their presence accordingly. Given the changes implemented due to the pandemic, this study is essential to identify the significance of teaching and social presence in online classes.

Semi-structured interviews were used to find answers to the posed research questions. Exploring the perceptions and experiences of four university teachers, this study, informed by the community of inquiry (CoI) model, investigated the impact of teaching and social presence on the online learning experience in higher education.

The findings indicate that teachers acknowledged the importance of these two elements in teaching online. Moreover, the study investigates how teachers could establish teaching and social presence to enhance the online learning experience.

The study explores teachers’ views on the importance of presence, their practices to achieve in an online learning environment and addresses a gap in the literature on “teaching presence from the educator’s perspective, [since] most studies exploring the student’s perspective” (Gurley, 2018, p. 200).

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Faculty perceptions of online presence: intercultural considerations10.1108/JME-07-2022-0091Journal for Multicultural Education2023-08-18© 2023 Emerald Publishing LimitedDima YousefAseel A. TaksheDavide ContuJournal for Multicultural Education1742023-08-1810.1108/JME-07-2022-0091https://www.emerald.com/insight/content/doi/10.1108/JME-07-2022-0091/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Hosting an international conference on multiculturalism in an Arab Israeli teachers’ college: a reflection on personal and organizational learninghttps://www.emerald.com/insight/content/doi/10.1108/JME-03-2023-0019/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestConferences, while central to academic endeavors, are an understudied research site. This purpose of this study is to describe the experience of an Arab Israeli teachers’ college in hosting a large international academic conference on multiculturalism, conducted entirely in English. Most of the academic staff and all of the students are Arabic speakers. This added a layer of challenge for all our faculty and students. This reflective, retroactive and descriptive case study builds on the above points. It is a reflective “case story” told by the college head. This paper describes the benefits and growth experienced by each of the involved parties, which resulted in a changing academic culture and new academic self-confidence and vision for all concerned. This paper also details weaknesses and opportunities missed. Envisioning, planning and bringing to fruition this conference was a crucible experience for the college, enhancing our multicultural understanding, learning and commitment. This reflective description offers an original perspective on multiculturalism through the lens of an international conference hosted by an academic institution where the native language is not English.Hosting an international conference on multiculturalism in an Arab Israeli teachers’ college: a reflection on personal and organizational learning
Randa Khair Abbas
Journal for Multicultural Education, Vol. 17, No. 4, pp.473-484

Conferences, while central to academic endeavors, are an understudied research site. This purpose of this study is to describe the experience of an Arab Israeli teachers’ college in hosting a large international academic conference on multiculturalism, conducted entirely in English. Most of the academic staff and all of the students are Arabic speakers. This added a layer of challenge for all our faculty and students.

This reflective, retroactive and descriptive case study builds on the above points. It is a reflective “case story” told by the college head.

This paper describes the benefits and growth experienced by each of the involved parties, which resulted in a changing academic culture and new academic self-confidence and vision for all concerned. This paper also details weaknesses and opportunities missed. Envisioning, planning and bringing to fruition this conference was a crucible experience for the college, enhancing our multicultural understanding, learning and commitment.

This reflective description offers an original perspective on multiculturalism through the lens of an international conference hosted by an academic institution where the native language is not English.

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Hosting an international conference on multiculturalism in an Arab Israeli teachers’ college: a reflection on personal and organizational learning10.1108/JME-03-2023-0019Journal for Multicultural Education2023-09-18© 2023 Emerald Publishing LimitedRanda Khair AbbasJournal for Multicultural Education1742023-09-1810.1108/JME-03-2023-0019https://www.emerald.com/insight/content/doi/10.1108/JME-03-2023-0019/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
A unit of our own: one attempt to let students guide the curriculumhttps://www.emerald.com/insight/content/doi/10.1108/JME-02-2022-0035/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper aims to explore how teachers’ choice of text, centering of student voices and collaboration with the community around a language arts curriculum impacted the engagement and learning experiences of 85 11th and 12th-grade refugee background students designated as English language learners. A qualitative self-study framework that inquired into the assumptions about teaching and learning and the roles as social justice educators framed this narrative paper. Student journaling and teachers’ reflection logs and observations of class dramatization during a lesson unit on the play Les Blancs by Lorraine Hansberry formed the research text and informed the thematic analysis and findings of this study. The lenses of culturally sustaining pedagogy and a third space helped unpack the vantages of student voice and community engagement in the curriculum. In a unit whose central text was chosen based on students’ racial and ethnic identities and their interests, they actively engaged in class and role-played as teachers, generating content that fostered their linguistic repertoires and critical discussions in class. Collaboration with community partners boosted the teacher’s agency with the curriculum and created a model of collaboration and learning for the class. Student voices and community engagement in learning are powerful tools for designing culturally sustaining pedagogies.A unit of our own: one attempt to let students guide the curriculum
Mimi Marstaller, Josephine Amoakoh
Journal for Multicultural Education, Vol. 17, No. 4, pp.485-496

This paper aims to explore how teachers’ choice of text, centering of student voices and collaboration with the community around a language arts curriculum impacted the engagement and learning experiences of 85 11th and 12th-grade refugee background students designated as English language learners.

A qualitative self-study framework that inquired into the assumptions about teaching and learning and the roles as social justice educators framed this narrative paper. Student journaling and teachers’ reflection logs and observations of class dramatization during a lesson unit on the play Les Blancs by Lorraine Hansberry formed the research text and informed the thematic analysis and findings of this study. The lenses of culturally sustaining pedagogy and a third space helped unpack the vantages of student voice and community engagement in the curriculum.

In a unit whose central text was chosen based on students’ racial and ethnic identities and their interests, they actively engaged in class and role-played as teachers, generating content that fostered their linguistic repertoires and critical discussions in class. Collaboration with community partners boosted the teacher’s agency with the curriculum and created a model of collaboration and learning for the class.

Student voices and community engagement in learning are powerful tools for designing culturally sustaining pedagogies.

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A unit of our own: one attempt to let students guide the curriculum10.1108/JME-02-2022-0035Journal for Multicultural Education2023-08-22© 2023 Emerald Publishing LimitedMimi MarstallerJosephine AmoakohJournal for Multicultural Education1742023-08-2210.1108/JME-02-2022-0035https://www.emerald.com/insight/content/doi/10.1108/JME-02-2022-0035/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Toward Black abolition theory within radical abolition studies: upending practices, structures, and epistemes of dominationhttps://www.emerald.com/insight/content/doi/10.1108/JME-01-2023-0002/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to present radical abolition studies, which encourages us to (re)member that the abolition of institutions and systems is incomplete without the abolition of their attendant epistemes of domination. The authors draw on the etymology of the word radical to encourage abolitionist praxis to grab systemic harm at its epistemological roots. Within radical abolition studies, this study presents Black abolition theory, which aims to make explicit a theorization of Blackness and works to abolish the episteme of anti-Blackness. This paper offers Black abolition theory within radical abolition studies to reground abolition in its Black theoretical roots and to interrogate the concept of anti-Blackness and other epistemes of domination in abolitionist study and practice. Using a close reading of W.E.B. Du Bois’ Black Reconstruction, and subsequent books and articles in abolition studies and educational studies that reference it, the authors highlight Du Bois’ original conceptualization of abolitionism as an ultimate refutation of a racial-social order and anti-Blackness. The authors then put Michael Dumas and kihana ross’ theory of BlackCrit into conversation with abolitionist and educational theory to push forward Black abolition theory. Radical abolition studies and its attendant strand of Black abolition theory presented in this paper encourages scholars and practitioners to go beyond the dismantling of current instantiations of systemic harm for Black and other minoritized people – such as the school as it currently operates – and encourages the questioning and dismantling of the epistemes of domination sitting at the foundation of these systems of harm. Black abolition theory contextualizes abolition in education by rooting abolitionist educational praxis in Black lineages. More generally, radical abolition studies encourages further research, study and collaboration in partnership with others who have historically participated in the fight against being labeled as subhuman to upend all epistemes of domination.Toward Black abolition theory within radical abolition studies: upending practices, structures, and epistemes of domination
Kia Turner, Darion Wallace, Danielle Miles-Langaigne, Essence Deras
Journal for Multicultural Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to present radical abolition studies, which encourages us to (re)member that the abolition of institutions and systems is incomplete without the abolition of their attendant epistemes of domination. The authors draw on the etymology of the word radical to encourage abolitionist praxis to grab systemic harm at its epistemological roots. Within radical abolition studies, this study presents Black abolition theory, which aims to make explicit a theorization of Blackness and works to abolish the episteme of anti-Blackness.

This paper offers Black abolition theory within radical abolition studies to reground abolition in its Black theoretical roots and to interrogate the concept of anti-Blackness and other epistemes of domination in abolitionist study and practice. Using a close reading of W.E.B. Du Bois’ Black Reconstruction, and subsequent books and articles in abolition studies and educational studies that reference it, the authors highlight Du Bois’ original conceptualization of abolitionism as an ultimate refutation of a racial-social order and anti-Blackness. The authors then put Michael Dumas and kihana ross’ theory of BlackCrit into conversation with abolitionist and educational theory to push forward Black abolition theory.

Radical abolition studies and its attendant strand of Black abolition theory presented in this paper encourages scholars and practitioners to go beyond the dismantling of current instantiations of systemic harm for Black and other minoritized people – such as the school as it currently operates – and encourages the questioning and dismantling of the epistemes of domination sitting at the foundation of these systems of harm.

Black abolition theory contextualizes abolition in education by rooting abolitionist educational praxis in Black lineages. More generally, radical abolition studies encourages further research, study and collaboration in partnership with others who have historically participated in the fight against being labeled as subhuman to upend all epistemes of domination.

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Toward Black abolition theory within radical abolition studies: upending practices, structures, and epistemes of domination10.1108/JME-01-2023-0002Journal for Multicultural Education2023-07-03© 2023 Emerald Publishing LimitedKia TurnerDarion WallaceDanielle Miles-LangaigneEssence DerasJournal for Multicultural Educationahead-of-printahead-of-print2023-07-0310.1108/JME-01-2023-0002https://www.emerald.com/insight/content/doi/10.1108/JME-01-2023-0002/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
New takes on developing intercultural communicative competence: using AI tools in telecollaboration task design and task completionhttps://www.emerald.com/insight/content/doi/10.1108/JME-06-2023-0043/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper aims to present a lesson that showcases how artificial intelligence (AI) tools may be chiefly used in L2 language classrooms to design culture-focussed telecollaboration tasks and aid their completion by students. The paper begins by reviewing traditional approaches and guidance for developing telecollaboration tasks. It then models how tasks can be designed using the popular AI tool “Chat Generative Pre-training Transformer (ChatGPT)” and then simulates how tasks may be completed by learners using ChatGPT-generated information as a springboard for their own culturally appropriate outputs. The simulated lesson illuminates the potential value of AI tools for teachers and students. However, it also highlights particular aspects of AI literacy that teachers and learners need to be aware of. This paper has clear practical implications for teacher development by raising awareness of the importance of teachers upskilling in telecollaboration task design and in their understanding of how AI tools can collaborate with them in language classrooms. The paper adds to the current body of literature on telecollaboration and more specifically adds weight to current discussions taking place around AI tools in language education. By the end of reading the paper, teachers will have a comprehensive grounding in how to use ChatGPT in their classrooms. In doing so, the author demystifies how teachers and students may start exploring these tools in ways that target developing intercultural communicative competence.New takes on developing intercultural communicative competence: using AI tools in telecollaboration task design and task completion
Lee McCallum
Journal for Multicultural Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This paper aims to present a lesson that showcases how artificial intelligence (AI) tools may be chiefly used in L2 language classrooms to design culture-focussed telecollaboration tasks and aid their completion by students.

The paper begins by reviewing traditional approaches and guidance for developing telecollaboration tasks. It then models how tasks can be designed using the popular AI tool “Chat Generative Pre-training Transformer (ChatGPT)” and then simulates how tasks may be completed by learners using ChatGPT-generated information as a springboard for their own culturally appropriate outputs.

The simulated lesson illuminates the potential value of AI tools for teachers and students. However, it also highlights particular aspects of AI literacy that teachers and learners need to be aware of.

This paper has clear practical implications for teacher development by raising awareness of the importance of teachers upskilling in telecollaboration task design and in their understanding of how AI tools can collaborate with them in language classrooms.

The paper adds to the current body of literature on telecollaboration and more specifically adds weight to current discussions taking place around AI tools in language education. By the end of reading the paper, teachers will have a comprehensive grounding in how to use ChatGPT in their classrooms. In doing so, the author demystifies how teachers and students may start exploring these tools in ways that target developing intercultural communicative competence.

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New takes on developing intercultural communicative competence: using AI tools in telecollaboration task design and task completion10.1108/JME-06-2023-0043Journal for Multicultural Education2023-08-28© 2023 Emerald Publishing LimitedLee McCallumJournal for Multicultural Educationahead-of-printahead-of-print2023-08-2810.1108/JME-06-2023-0043https://www.emerald.com/insight/content/doi/10.1108/JME-06-2023-0043/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
“Reimagining education for our dreamchasers”: creating a humanizing education space through culturally relevant teaching for Latin(x) and black elementary studentshttps://www.emerald.com/insight/content/doi/10.1108/JME-07-2023-0056/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper aims to explore how one elementary school administrative team responded to their changing student populations to include Latin(x) within their black community. The responses included looping practices, relationship building with families and culturally relevant pedagogies. In particular, this paper considers how the three aspects of the change worked together toward the goal of providing its students with quality educational opportunities and enhancements. The research presented here is part of a longitudinal (four-year) qualitative study where ethnographic approaches to data collection were adopted. The four-year immersion in the values of culturally relevant pedagogy created a reciprocal growth in understanding among the teachers and the students of the black and Latin(x) populations, sustained the overarching ideas of deep family connections and contributed to asset-driven curriculum. A national trend shows rapid changing demographics where Latin(x) families are moving into black neighborhoods and schools. This change in schools’ student populations finds educators facing new challenges in addressing the educational and cultural needs of two minoritized populations. This research adds to the existing scholarship by documenting how one school shifts their learning atmosphere to deeply engage students in culturally relevant pedagogies.“Reimagining education for our dreamchasers”: creating a humanizing education space through culturally relevant teaching for Latin(x) and black elementary students
Theresa Ann McGinnis, Eustace Thompson, Sheilah Jefferson-Issac
Journal for Multicultural Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This paper aims to explore how one elementary school administrative team responded to their changing student populations to include Latin(x) within their black community. The responses included looping practices, relationship building with families and culturally relevant pedagogies. In particular, this paper considers how the three aspects of the change worked together toward the goal of providing its students with quality educational opportunities and enhancements.

The research presented here is part of a longitudinal (four-year) qualitative study where ethnographic approaches to data collection were adopted.

The four-year immersion in the values of culturally relevant pedagogy created a reciprocal growth in understanding among the teachers and the students of the black and Latin(x) populations, sustained the overarching ideas of deep family connections and contributed to asset-driven curriculum.

A national trend shows rapid changing demographics where Latin(x) families are moving into black neighborhoods and schools. This change in schools’ student populations finds educators facing new challenges in addressing the educational and cultural needs of two minoritized populations. This research adds to the existing scholarship by documenting how one school shifts their learning atmosphere to deeply engage students in culturally relevant pedagogies.

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“Reimagining education for our dreamchasers”: creating a humanizing education space through culturally relevant teaching for Latin(x) and black elementary students10.1108/JME-07-2023-0056Journal for Multicultural Education2024-03-15© 2024 Emerald Publishing LimitedTheresa Ann McGinnisEustace ThompsonSheilah Jefferson-IssacJournal for Multicultural Educationahead-of-printahead-of-print2024-03-1510.1108/JME-07-2023-0056https://www.emerald.com/insight/content/doi/10.1108/JME-07-2023-0056/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Can didactic audiovisual translation enhance intercultural learning through CALL? Validity and reliability of a students’ questionnairehttps://www.emerald.com/insight/content/doi/10.1108/JME-07-2023-0066/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to delve into the interplay between didactic audiovisual translation (DAT) and computer-assisted language learning (CALL), exploring their combined impact on the development of intercultural competence (IC) among learners of English as a foreign language (EFL). Using a quasi-experimental approach with a quantitative research design, the study analyses the outcomes of a questionnaire answered by 147 students across 15 language centres in Spanish Universities. These participants actively engaged in completing the lesson plans of the Traducción audiovisual como recurso didáctico en el aprendizaje de lenguas extranjeras project, a Spanish-Government funded research initiative aimed at assessing the effects of DAT on language learning. The current study confirms the reliability of the instrument developed to measure students’ perceived improvement. Beyond validating the research tool, the findings of the current study confirm the significant improvement in intercultural learning achieved through DAT, effectively enhancing students’ motivation to engage in language learning. The current research solely examines students enrolled in higher education language centres. This paper closes with a CALL for additional research, including participants from other educational stages, such as primary or secondary education. In the broader context of CALL research, this study serves as a valuable contribution by exploring the potential of DAT in fostering IC in EFL settings. This research confirms the potential of DAT and CALL to promote students’ learning process, as the combination of these approaches not only yields linguistic benefits but also intercultural learning.Can didactic audiovisual translation enhance intercultural learning through CALL? Validity and reliability of a students’ questionnaire
Pilar Rodríguez-Arancón, María Bobadilla-Pérez, Alberto Fernández-Costales
Journal for Multicultural Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to delve into the interplay between didactic audiovisual translation (DAT) and computer-assisted language learning (CALL), exploring their combined impact on the development of intercultural competence (IC) among learners of English as a foreign language (EFL).

Using a quasi-experimental approach with a quantitative research design, the study analyses the outcomes of a questionnaire answered by 147 students across 15 language centres in Spanish Universities. These participants actively engaged in completing the lesson plans of the Traducción audiovisual como recurso didáctico en el aprendizaje de lenguas extranjeras project, a Spanish-Government funded research initiative aimed at assessing the effects of DAT on language learning.

The current study confirms the reliability of the instrument developed to measure students’ perceived improvement. Beyond validating the research tool, the findings of the current study confirm the significant improvement in intercultural learning achieved through DAT, effectively enhancing students’ motivation to engage in language learning.

The current research solely examines students enrolled in higher education language centres. This paper closes with a CALL for additional research, including participants from other educational stages, such as primary or secondary education. In the broader context of CALL research, this study serves as a valuable contribution by exploring the potential of DAT in fostering IC in EFL settings.

This research confirms the potential of DAT and CALL to promote students’ learning process, as the combination of these approaches not only yields linguistic benefits but also intercultural learning.

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Can didactic audiovisual translation enhance intercultural learning through CALL? Validity and reliability of a students’ questionnaire10.1108/JME-07-2023-0066Journal for Multicultural Education2024-02-20© 2024 Emerald Publishing LimitedPilar Rodríguez-ArancónMaría Bobadilla-PérezAlberto Fernández-CostalesJournal for Multicultural Educationahead-of-printahead-of-print2024-02-2010.1108/JME-07-2023-0066https://www.emerald.com/insight/content/doi/10.1108/JME-07-2023-0066/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Technology-enhanced language and culture teaching in Chile: the perceptions and practices of in-service EFL teachershttps://www.emerald.com/insight/content/doi/10.1108/JME-08-2023-0073/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe professional experiences of teachers of languages and cultures, along with the learning experiences of their students, are embedded in educational contexts, which themselves are informed, and constrained, by national language policies. This study aims to explore 51 English-as-a-foreign-language (EFL) secondary teachers’ perceptions of Web-based technology use to enhance students’ cultural awareness in Chile. Specifically, the study investigated teachers’ use of Web-based resources for cultural awareness, culture content and technology-based tasks, as well as perceived challenges in implementing technology-enhanced language and culture learning. The study adopted a mixed-method research design combining online questionnaires and interviews as data collection tools. Results were analyzed through the use of descriptive statistics and content analysis. The teachers in this study emphasized reflection in their classrooms but did not take a critical approach. Their approach to culture was limited to a “country-specific” view, and technology-enhanced activities accentuated differences rather than promoting meaningful intercultural exchange. Challenges to the successful implementation of technology-enhanced language and culture learning included a somewhat out-of-date theoretical approach to intercultural learning in the national curriculum, a nationwide approach to professional development that lacks a focus on critical reflection and inadequate support for effective use of technologies in schools. The study highlights the importance of periodically revising a country’s EFL language policies, communication methods, support mechanisms and implementation factors to ensure classroom integration of language, culture and technology education. This paper explores the tension between macro-level national policy and teachers’ perspectives on their classroom practice, including the contextualized limitations of implementing national policy at the micro level.Technology-enhanced language and culture teaching in Chile: the perceptions and practices of in-service EFL teachers
Tiare Gonzalez-Vidal, Paul Moore
Journal for Multicultural Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

The professional experiences of teachers of languages and cultures, along with the learning experiences of their students, are embedded in educational contexts, which themselves are informed, and constrained, by national language policies. This study aims to explore 51 English-as-a-foreign-language (EFL) secondary teachers’ perceptions of Web-based technology use to enhance students’ cultural awareness in Chile. Specifically, the study investigated teachers’ use of Web-based resources for cultural awareness, culture content and technology-based tasks, as well as perceived challenges in implementing technology-enhanced language and culture learning.

The study adopted a mixed-method research design combining online questionnaires and interviews as data collection tools. Results were analyzed through the use of descriptive statistics and content analysis.

The teachers in this study emphasized reflection in their classrooms but did not take a critical approach. Their approach to culture was limited to a “country-specific” view, and technology-enhanced activities accentuated differences rather than promoting meaningful intercultural exchange. Challenges to the successful implementation of technology-enhanced language and culture learning included a somewhat out-of-date theoretical approach to intercultural learning in the national curriculum, a nationwide approach to professional development that lacks a focus on critical reflection and inadequate support for effective use of technologies in schools.

The study highlights the importance of periodically revising a country’s EFL language policies, communication methods, support mechanisms and implementation factors to ensure classroom integration of language, culture and technology education.

This paper explores the tension between macro-level national policy and teachers’ perspectives on their classroom practice, including the contextualized limitations of implementing national policy at the micro level.

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Technology-enhanced language and culture teaching in Chile: the perceptions and practices of in-service EFL teachers10.1108/JME-08-2023-0073Journal for Multicultural Education2024-01-23© 2024 Emerald Publishing LimitedTiare Gonzalez-VidalPaul MooreJournal for Multicultural Educationahead-of-printahead-of-print2024-01-2310.1108/JME-08-2023-0073https://www.emerald.com/insight/content/doi/10.1108/JME-08-2023-0073/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
The educator’s role in democratic and multicultural societies: student perceptions at a teacher training college in Israelhttps://www.emerald.com/insight/content/doi/10.1108/JME-08-2023-0077/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestEducators are recognized as key agents of social change, responsible for shaping future citizens. Beyond imparting knowledge, teachers are crucial in addressing societal challenges such as sustainability, democracy and social equality. This study aims to investigate the attitudes of Jewish and Arab students toward democratic values and how they perceive their role as educators in a multicultural society. This study explores the attitudes of majority and minority group students in an Israeli teacher training college towards realizing democratic values and promoting shared citizenship. The sample included 382 Jewish and Arab students, who answered a questionnaire about attitudes regarding education for democracy and shared society, and their perception of their role in promoting this education. The investigation delves into students’ civic perceptions, shedding light on the moderate and pluralistic stances held by both Jewish and Arab students. They advocate for cross-cultural exposure and interaction, with Jewish students demonstrating slightly more moderate views than the prevailing norms in Israeli society. Interestingly, Jewish students exhibited a willingness to engage in discussions on conflictual topics, whereas Arab students tended to avoid them. This study underscores the potential of teacher training colleges in shaping the upcoming generation of educators as advocates of tolerance, and democracy, and promoters of a shared society. This research gains heightened relevance in a contemporary landscape where numerous nations, especially those comprising diverse cultures, grapple with surges of nationalism that threaten democratic values. Teacher training colleges hold the key to forging a more harmonious future by becoming beacons of transformative pedagogy. These institutions can shape a new generation of educators who are poised to catalyze authentic social change.The educator’s role in democratic and multicultural societies: student perceptions at a teacher training college in Israel
Michal Hisherik, Ilana Paul-Binyamin
Journal for Multicultural Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

Educators are recognized as key agents of social change, responsible for shaping future citizens. Beyond imparting knowledge, teachers are crucial in addressing societal challenges such as sustainability, democracy and social equality. This study aims to investigate the attitudes of Jewish and Arab students toward democratic values and how they perceive their role as educators in a multicultural society.

This study explores the attitudes of majority and minority group students in an Israeli teacher training college towards realizing democratic values and promoting shared citizenship. The sample included 382 Jewish and Arab students, who answered a questionnaire about attitudes regarding education for democracy and shared society, and their perception of their role in promoting this education.

The investigation delves into students’ civic perceptions, shedding light on the moderate and pluralistic stances held by both Jewish and Arab students. They advocate for cross-cultural exposure and interaction, with Jewish students demonstrating slightly more moderate views than the prevailing norms in Israeli society. Interestingly, Jewish students exhibited a willingness to engage in discussions on conflictual topics, whereas Arab students tended to avoid them.

This study underscores the potential of teacher training colleges in shaping the upcoming generation of educators as advocates of tolerance, and democracy, and promoters of a shared society.

This research gains heightened relevance in a contemporary landscape where numerous nations, especially those comprising diverse cultures, grapple with surges of nationalism that threaten democratic values. Teacher training colleges hold the key to forging a more harmonious future by becoming beacons of transformative pedagogy. These institutions can shape a new generation of educators who are poised to catalyze authentic social change.

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The educator’s role in democratic and multicultural societies: student perceptions at a teacher training college in Israel10.1108/JME-08-2023-0077Journal for Multicultural Education2024-03-20© 2024 Emerald Publishing LimitedMichal HisherikIlana Paul-BinyaminJournal for Multicultural Educationahead-of-printahead-of-print2024-03-2010.1108/JME-08-2023-0077https://www.emerald.com/insight/content/doi/10.1108/JME-08-2023-0077/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Multilingual teaching and digital tools: the intersections of new media literacies and language learninghttps://www.emerald.com/insight/content/doi/10.1108/JME-09-2023-0092/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestComputer-assisted language learning (CALL) can create participatory cultures by removing barriers to access materials, encouraging student modes of expression, differentiating student interactions through digital environments and increasing learner autonomy. Participatory cultures require competencies or new media literacy (NML) skills to be successful in a digital world. However, professional development (PD) often lacks training on CALL and its implementation to develop such skills. The purpose of this study is to describe teachers use of digital tools for multilingual learners through a relevant theoretical perspective. This design-based research study examines 30 in-service teachers in South Carolina, a destination state for Latinx immigrants, focusing data over three semesters of PD: interviews and instructional logs. The researchers address the question: How are teachers using digital tools to advance NML for multilingual learners (MLs)? The authors analyzed current elementary teachers’ use of digital tools for language learning and NML purposes. Three themes are discussed: NMLs and digital literacy boundaries, digital tools for MLs and literacy teaching for MLs and NML skills. Teacher PD often needs more specificity regarding the intersection of MLs and digital literacy. The authors contribute to the literature on needed elementary teaching practices for MLs, the integration of NML and how these practices may be addressed through PD.Multilingual teaching and digital tools: the intersections of new media literacies and language learning
Victoria Pennington, Emily Howell, Rebecca Kaminski, Nicole Ferguson-Sams, Mihaela Gazioglu, Kavita Mittapalli, Amlan Banerjee, Mikel Cole
Journal for Multicultural Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

Computer-assisted language learning (CALL) can create participatory cultures by removing barriers to access materials, encouraging student modes of expression, differentiating student interactions through digital environments and increasing learner autonomy. Participatory cultures require competencies or new media literacy (NML) skills to be successful in a digital world. However, professional development (PD) often lacks training on CALL and its implementation to develop such skills. The purpose of this study is to describe teachers use of digital tools for multilingual learners through a relevant theoretical perspective.

This design-based research study examines 30 in-service teachers in South Carolina, a destination state for Latinx immigrants, focusing data over three semesters of PD: interviews and instructional logs. The researchers address the question: How are teachers using digital tools to advance NML for multilingual learners (MLs)?

The authors analyzed current elementary teachers’ use of digital tools for language learning and NML purposes. Three themes are discussed: NMLs and digital literacy boundaries, digital tools for MLs and literacy teaching for MLs and NML skills.

Teacher PD often needs more specificity regarding the intersection of MLs and digital literacy. The authors contribute to the literature on needed elementary teaching practices for MLs, the integration of NML and how these practices may be addressed through PD.

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Multilingual teaching and digital tools: the intersections of new media literacies and language learning10.1108/JME-09-2023-0092Journal for Multicultural Education2024-02-28© 2024 Emerald Publishing LimitedVictoria PenningtonEmily HowellRebecca KaminskiNicole Ferguson-SamsMihaela GaziogluKavita MittapalliAmlan BanerjeeMikel ColeJournal for Multicultural Educationahead-of-printahead-of-print2024-02-2810.1108/JME-09-2023-0092https://www.emerald.com/insight/content/doi/10.1108/JME-09-2023-0092/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Collaborative international online learning for the development of intercultural awareness: an experience with pre-service language teachershttps://www.emerald.com/insight/content/doi/10.1108/JME-09-2023-0093/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestConsidering the potential of Collaborative International Online Learning (COIL) for cross-boundaries interacting and collaborating effectively, this study aims to explore the intercultural awareness of pre-service language teachers after participating in a COIL project. Following a quantitative research approach and an exploratory cross-sectional method, the authors administered a 13-item questionnaire to unveil the perceptions of 64 future language teachers from Spain after their online experience with counterparts from the USA. Participants consider that COIL may have enhanced their intercultural and global awareness and equipped them with valuable skills and knowledge for the future, being women more positive than men. Moreover, the results also suggest that those participants who have not traveled abroad consider COIL to be a good opportunity to compensate for the lack of knowledge or experience with other cultures resulting from not having had the opportunity to visit other countries. COIL needs to be seen as a powerful tool to promote global learning, intercultural understanding and the development of skills among students that will be vital for success in today’s interconnected world. Nevertheless, universities and teacher training centers need to rethink the preparation of future teachers for the increasing demands to prepare students for the requirements of the global world, and to do so, they need to consider that COIL may offer them significant benefits. This work offers an interesting exploration of teachers’ attitudes toward COIL, providing insights into the potential of online collaboration for developing intercultural awareness.Collaborative international online learning for the development of intercultural awareness: an experience with pre-service language teachers
Cristina A. Huertas-Abril, Francisco Javier Palacios-Hidalgo
Journal for Multicultural Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

Considering the potential of Collaborative International Online Learning (COIL) for cross-boundaries interacting and collaborating effectively, this study aims to explore the intercultural awareness of pre-service language teachers after participating in a COIL project.

Following a quantitative research approach and an exploratory cross-sectional method, the authors administered a 13-item questionnaire to unveil the perceptions of 64 future language teachers from Spain after their online experience with counterparts from the USA.

Participants consider that COIL may have enhanced their intercultural and global awareness and equipped them with valuable skills and knowledge for the future, being women more positive than men. Moreover, the results also suggest that those participants who have not traveled abroad consider COIL to be a good opportunity to compensate for the lack of knowledge or experience with other cultures resulting from not having had the opportunity to visit other countries.

COIL needs to be seen as a powerful tool to promote global learning, intercultural understanding and the development of skills among students that will be vital for success in today’s interconnected world. Nevertheless, universities and teacher training centers need to rethink the preparation of future teachers for the increasing demands to prepare students for the requirements of the global world, and to do so, they need to consider that COIL may offer them significant benefits.

This work offers an interesting exploration of teachers’ attitudes toward COIL, providing insights into the potential of online collaboration for developing intercultural awareness.

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Collaborative international online learning for the development of intercultural awareness: an experience with pre-service language teachers10.1108/JME-09-2023-0093Journal for Multicultural Education2023-12-12© 2023 Cristina A. Huertas-Abril and Francisco Javier Palacios-Hidalgo.Cristina A. Huertas-AbrilFrancisco Javier Palacios-HidalgoJournal for Multicultural Educationahead-of-printahead-of-print2023-12-1210.1108/JME-09-2023-0093https://www.emerald.com/insight/content/doi/10.1108/JME-09-2023-0093/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Cristina A. Huertas-Abril and Francisco Javier Palacios-Hidalgo.http://creativecommons.org/licences/by/4.0/legalcode
Teacher candidates’ intercultural communication in telecollaboration: locating acts of positioning in translingual negotiationshttps://www.emerald.com/insight/content/doi/10.1108/JME-09-2023-0096/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to examine how teacher candidates (TCs) in Türkiye and the USA navigate their intercultural communication skills in a telecollaboration project. Forty-eight TCs participated (26 in Türkiye and 22 in the USA) in the study. TCs discussed critical issues in multicultural education on an online learning platform for six weeks. Their discussions were analyzed using content and discourse analysis. The findings indicated that TCs approached the telecollaborative space as a translingual contact zone and positioned themselves and their interlocutors in the discourse by using the personal pronouns; I, we, you and they. When they positioned themselves using we (people in Türkiye/USA), they spoke on behalf of everyone included in the scope of we. Their interlocutors responded to these positionings either by accepting this positioning and responding with a parallel positioning or by engaging in translingual negotiation strategies to revise the scope of we and sharing some differences/nuances in beliefs and practices in their community. When TCs talk about their culture and community in a singular manner using we, they frame them as the same across every member in that community. When they ask questions to each other using you, the framing of the questions prime the respondents to sometimes relay their own specific experiences as the norm or consider experiences from different points of view through translingual negotiation strategies. A singular approach to culture(s) may affect the marginalized communities the most because they are lost in this representation, and their experiences and voices are not integrated in the narratives or integrated with stereotypical representation. Teachers and teacher educators should first pay attention to their language choices, especially use of pronouns, which may communicate inclusion or exclusion in intercultural conversations. Next, they should prepare their students to adopt and practice language choices that communicate respect for cultural diversity and are inclusive of marginalized populations. Speakers’ pronoun use includes identity construction in discourse by drawing borders around and between communities and cultures with generalization and particularity, and by patrolling those borders to decide who is included and excluded. As a response, interlocutors use pronouns either to acknowledge those borders and respond with corresponding ones from their own context or negotiate alternative representations or further investigate for particularity or complexity. In short, pronouns could lead the direction of intercultural conversations toward criticality and complexity or otherwise, and might be reasons where there are breakdowns in communication or to fix those breakdowns. This study shows that translingual negotiation strategies have explanatory power to examine how speakers from different language backgrounds negotiate second and third order positionings in the telecollaborative space.Teacher candidates’ intercultural communication in telecollaboration: locating acts of positioning in translingual negotiations
Baburhan Uzum, Bedrettin Yazan, Sedat Akayoglu, Ufuk Keles
Journal for Multicultural Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to examine how teacher candidates (TCs) in Türkiye and the USA navigate their intercultural communication skills in a telecollaboration project.

Forty-eight TCs participated (26 in Türkiye and 22 in the USA) in the study. TCs discussed critical issues in multicultural education on an online learning platform for six weeks. Their discussions were analyzed using content and discourse analysis.

The findings indicated that TCs approached the telecollaborative space as a translingual contact zone and positioned themselves and their interlocutors in the discourse by using the personal pronouns; I, we, you and they. When they positioned themselves using we (people in Türkiye/USA), they spoke on behalf of everyone included in the scope of we. Their interlocutors responded to these positionings either by accepting this positioning and responding with a parallel positioning or by engaging in translingual negotiation strategies to revise the scope of we and sharing some differences/nuances in beliefs and practices in their community.

When TCs talk about their culture and community in a singular manner using we, they frame them as the same across every member in that community. When they ask questions to each other using you, the framing of the questions prime the respondents to sometimes relay their own specific experiences as the norm or consider experiences from different points of view through translingual negotiation strategies. A singular approach to culture(s) may affect the marginalized communities the most because they are lost in this representation, and their experiences and voices are not integrated in the narratives or integrated with stereotypical representation.

Teachers and teacher educators should first pay attention to their language choices, especially use of pronouns, which may communicate inclusion or exclusion in intercultural conversations. Next, they should prepare their students to adopt and practice language choices that communicate respect for cultural diversity and are inclusive of marginalized populations.

Speakers’ pronoun use includes identity construction in discourse by drawing borders around and between communities and cultures with generalization and particularity, and by patrolling those borders to decide who is included and excluded. As a response, interlocutors use pronouns either to acknowledge those borders and respond with corresponding ones from their own context or negotiate alternative representations or further investigate for particularity or complexity. In short, pronouns could lead the direction of intercultural conversations toward criticality and complexity or otherwise, and might be reasons where there are breakdowns in communication or to fix those breakdowns.

This study shows that translingual negotiation strategies have explanatory power to examine how speakers from different language backgrounds negotiate second and third order positionings in the telecollaborative space.

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Teacher candidates’ intercultural communication in telecollaboration: locating acts of positioning in translingual negotiations10.1108/JME-09-2023-0096Journal for Multicultural Education2023-12-26© 2023 Emerald Publishing LimitedBaburhan UzumBedrettin YazanSedat AkayogluUfuk KelesJournal for Multicultural Educationahead-of-printahead-of-print2023-12-2610.1108/JME-09-2023-0096https://www.emerald.com/insight/content/doi/10.1108/JME-09-2023-0096/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Language and home-culture integrated online learning curriculum for developing intercultural communicative competencehttps://www.emerald.com/insight/content/doi/10.1108/JME-09-2023-0097/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study is to theorize that computer-assisted language learning (CALL) can be integrated in English language learning with a focus on cultural learning of both home and target language. The present study used a systematic methodology to conceive the language and home-culture integrated online learning (LHIOL) curriculum design based on relevant conceptual frameworks and gather qualitative data from focused group interviews of 30 teachers and 3,000 students’ open-ended questionnaires, along with learning artifacts to identify major themes. CALL, used as cultural and linguistic material, helps students embrace their cultural identities, especially ethnic minorities, capitalize on their distinctive values, and appreciate and empathize with other languages and cultures. The instructors advocate for localizing intercultural communicative competence (ICC) educational content into Vietnamese culture, using real multimedia resources. However, the LHIOL curriculum faced systemic constraints regarding competitions between linguistic and cultural instruction, teachers’ refusal to recognize ICC’s importance and recognition of an explicit link between virtual cultural learning and their lives. LHIOL is a preliminary practical effort to suggest how a cultural education from one’s native tongue can be integrated into a culture-focused English/Western language environment. By incorporating fundamental concepts that underpin the integration of language and culture as well as CALL, improving ICC offers a framework that can be applied to elucidate cultural learning.Language and home-culture integrated online learning curriculum for developing intercultural communicative competence
Anh-Hang Trinh, Hanh Dinh
Journal for Multicultural Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this study is to theorize that computer-assisted language learning (CALL) can be integrated in English language learning with a focus on cultural learning of both home and target language.

The present study used a systematic methodology to conceive the language and home-culture integrated online learning (LHIOL) curriculum design based on relevant conceptual frameworks and gather qualitative data from focused group interviews of 30 teachers and 3,000 students’ open-ended questionnaires, along with learning artifacts to identify major themes.

CALL, used as cultural and linguistic material, helps students embrace their cultural identities, especially ethnic minorities, capitalize on their distinctive values, and appreciate and empathize with other languages and cultures. The instructors advocate for localizing intercultural communicative competence (ICC) educational content into Vietnamese culture, using real multimedia resources. However, the LHIOL curriculum faced systemic constraints regarding competitions between linguistic and cultural instruction, teachers’ refusal to recognize ICC’s importance and recognition of an explicit link between virtual cultural learning and their lives.

LHIOL is a preliminary practical effort to suggest how a cultural education from one’s native tongue can be integrated into a culture-focused English/Western language environment. By incorporating fundamental concepts that underpin the integration of language and culture as well as CALL, improving ICC offers a framework that can be applied to elucidate cultural learning.

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Language and home-culture integrated online learning curriculum for developing intercultural communicative competence10.1108/JME-09-2023-0097Journal for Multicultural Education2024-01-24© 2024 Emerald Publishing LimitedAnh-Hang TrinhHanh DinhJournal for Multicultural Educationahead-of-printahead-of-print2024-01-2410.1108/JME-09-2023-0097https://www.emerald.com/insight/content/doi/10.1108/JME-09-2023-0097/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Transnational higher education cultures and generative AI: a nominal group study for policy development in English medium instructionhttps://www.emerald.com/insight/content/doi/10.1108/JME-10-2023-0102/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis purpose of this paper is to report on the development of an evidence-informed framework created to facilitate the formulation of generative artificial intelligence (GenAI) academic integrity policy responses for English medium instruction (EMI) higher education, responding to both the bespoke challenges for the sector and longstanding calls to define and disseminate quality implementation good practice. A virtual nominal group technique engaged experts (n = 14) in idea generation, refinement and consensus building across asynchronous and synchronous stages. The resulting qualitative and quantitative data were analysed using thematic analysis and descriptive statistics, respectively. The GenAI Academic Integrity Policy Development Blueprint for EMI Tertiary Education is not a definitive mandate but represents a roadmap of inquiry for reflective deliberation as institutions chart their own courses in this complex terrain. If repeated with varying expert panellists, findings may vary to a certain extent; thus, further research with a wider range of stakeholders may be necessary for additional validation. While grounded within the theoretical underpinnings of the field, the tool holds practical utility for stakeholders to develop bespoke policies and critically re-examine existing frameworks. As texts produced by students using English as an additional language are at risk of being wrongly accused of GenAI-assisted plagiarism, owing to the limited efficacy of text classifiers such as Turnitin, the policy recommendations encapsulated in the blueprint aim to reduce potential bias and unfair treatment of students. The novel blueprint represents a step towards bridging concerning gaps in policy responses worldwide and aims to spark discussion and further much-needed scholarly exploration to this end.Transnational higher education cultures and generative AI: a nominal group study for policy development in English medium instruction
Peter Bannister, Elena Alcalde Peñalver, Alexandra Santamaría Urbieta
Journal for Multicultural Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This purpose of this paper is to report on the development of an evidence-informed framework created to facilitate the formulation of generative artificial intelligence (GenAI) academic integrity policy responses for English medium instruction (EMI) higher education, responding to both the bespoke challenges for the sector and longstanding calls to define and disseminate quality implementation good practice.

A virtual nominal group technique engaged experts (n = 14) in idea generation, refinement and consensus building across asynchronous and synchronous stages. The resulting qualitative and quantitative data were analysed using thematic analysis and descriptive statistics, respectively.

The GenAI Academic Integrity Policy Development Blueprint for EMI Tertiary Education is not a definitive mandate but represents a roadmap of inquiry for reflective deliberation as institutions chart their own courses in this complex terrain.

If repeated with varying expert panellists, findings may vary to a certain extent; thus, further research with a wider range of stakeholders may be necessary for additional validation.

While grounded within the theoretical underpinnings of the field, the tool holds practical utility for stakeholders to develop bespoke policies and critically re-examine existing frameworks.

As texts produced by students using English as an additional language are at risk of being wrongly accused of GenAI-assisted plagiarism, owing to the limited efficacy of text classifiers such as Turnitin, the policy recommendations encapsulated in the blueprint aim to reduce potential bias and unfair treatment of students.

The novel blueprint represents a step towards bridging concerning gaps in policy responses worldwide and aims to spark discussion and further much-needed scholarly exploration to this end.

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Transnational higher education cultures and generative AI: a nominal group study for policy development in English medium instruction10.1108/JME-10-2023-0102Journal for Multicultural Education2023-12-29© 2023 Emerald Publishing LimitedPeter BannisterElena Alcalde PeñalverAlexandra Santamaría UrbietaJournal for Multicultural Educationahead-of-printahead-of-print2023-12-2910.1108/JME-10-2023-0102https://www.emerald.com/insight/content/doi/10.1108/JME-10-2023-0102/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
“Do you think I ever learn English?”: experiences of limited technology access among Middle Eastern refugee mothers in regional Australiahttps://www.emerald.com/insight/content/doi/10.1108/JME-10-2023-0104/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study was to gain a deeper understanding of the experiences and challenges of Middle Eastern refugee mothers in using technology for language learning in regional Australian context. This study used a qualitative research design and used a narrative enquiry technique to understand participants’ experiences of language acquisition with limited access to technology in new resettlement setting. The findings presented in this paper were derived from a qualitative investigation conducted on a sample of 21 refugee mothers from Middle Eastern countries. The research aimed to explore the role of a language education programme on their integration within the regional Australian context. Participants discussed a variety of aspects of their everyday lives within their new resettlement context while offering insights on the language education programme and its impacts on their educational progress. The theme “lack of access/use of technology in English language learning” emerged from the narratives. This paper draws on selected interview data from the participants. This study fills the gap in the literature on Middle Eastern refugees in regional Australia by exploring how lack/limited technology access can impact language acquisition of women from under-represented contexts.“Do you think I ever learn English?”: experiences of limited technology access among Middle Eastern refugee mothers in regional Australia
Azadeh Motevali Zadeh Ardakani, Maura Sellars, Scott Imig
Journal for Multicultural Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this study was to gain a deeper understanding of the experiences and challenges of Middle Eastern refugee mothers in using technology for language learning in regional Australian context.

This study used a qualitative research design and used a narrative enquiry technique to understand participants’ experiences of language acquisition with limited access to technology in new resettlement setting.

The findings presented in this paper were derived from a qualitative investigation conducted on a sample of 21 refugee mothers from Middle Eastern countries. The research aimed to explore the role of a language education programme on their integration within the regional Australian context. Participants discussed a variety of aspects of their everyday lives within their new resettlement context while offering insights on the language education programme and its impacts on their educational progress. The theme “lack of access/use of technology in English language learning” emerged from the narratives. This paper draws on selected interview data from the participants.

This study fills the gap in the literature on Middle Eastern refugees in regional Australia by exploring how lack/limited technology access can impact language acquisition of women from under-represented contexts.

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“Do you think I ever learn English?”: experiences of limited technology access among Middle Eastern refugee mothers in regional Australia10.1108/JME-10-2023-0104Journal for Multicultural Education2024-01-01© 2023 Emerald Publishing LimitedAzadeh Motevali Zadeh ArdakaniMaura SellarsScott ImigJournal for Multicultural Educationahead-of-printahead-of-print2024-01-0110.1108/JME-10-2023-0104https://www.emerald.com/insight/content/doi/10.1108/JME-10-2023-0104/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Effects of mobile-assisted funds-of-knowledge writing practice in developing Latinx English learners’ intercultural sensitivityhttps://www.emerald.com/insight/content/doi/10.1108/JME-10-2023-0105/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study is to examine relevant demographic and socio-economic factors as they relate to progress towards intercultural communicative competence (ICC) and intercultural sensitivity for ethnic-minority Latinx middle school English learners (ELs) using a mobile-assisted funds-of-knowledge-featured writing practice. Through the theoretical lens of funds of knowledge, this three-year study implemented a survey-based quasi-experimental design centered on the Latinx ELs’ ICC development with the implementation of an intercultural sensitivity questionnaire (Chen and Starosta, 2000). The authors first investigated the relationship between ELs’ intercultural sensitivity and associated demographic and socio-economic factors. The authors then examined the changes of ELs’ intercultural sensitivity. Over ten weeks, the intervention group completed five funds-of-knowledge-featured narrative essays using pen and paper and mobile-based writing tools alternatively. Findings indicated that ELs’ intercultural sensitivity increased as they advanced to a higher-level grade from sixth to eighth. The embedded mobile-assisted funds-of-knowledge writing practice as intervention promoted ELs’ intercultural sensitivity in interaction engagement, respect of cultural differences, interaction enjoyment and interaction attentiveness. Among the variables, interaction enjoyment was portrayed the most. ELs who reported not speaking English at home were statistically significant in this experiment. This study acknowledges the robust and variance of funds of knowledge as a niche to address the interculturality and hybridity of ELs’ cultural practices accumulated through Latinx ELs’ family socialization and social development using mobile-assisted writing practice. This study could provide implications for optimizing inclusive experience to promote computer-assisted language learning in a contemporary, postcolonial global world.Effects of mobile-assisted funds-of-knowledge writing practice in developing Latinx English learners’ intercultural sensitivity
Yan Chen, Kendall Hartley, P.G. Schrader, Chenghui Zhang
Journal for Multicultural Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this study is to examine relevant demographic and socio-economic factors as they relate to progress towards intercultural communicative competence (ICC) and intercultural sensitivity for ethnic-minority Latinx middle school English learners (ELs) using a mobile-assisted funds-of-knowledge-featured writing practice.

Through the theoretical lens of funds of knowledge, this three-year study implemented a survey-based quasi-experimental design centered on the Latinx ELs’ ICC development with the implementation of an intercultural sensitivity questionnaire (Chen and Starosta, 2000). The authors first investigated the relationship between ELs’ intercultural sensitivity and associated demographic and socio-economic factors. The authors then examined the changes of ELs’ intercultural sensitivity. Over ten weeks, the intervention group completed five funds-of-knowledge-featured narrative essays using pen and paper and mobile-based writing tools alternatively.

Findings indicated that ELs’ intercultural sensitivity increased as they advanced to a higher-level grade from sixth to eighth. The embedded mobile-assisted funds-of-knowledge writing practice as intervention promoted ELs’ intercultural sensitivity in interaction engagement, respect of cultural differences, interaction enjoyment and interaction attentiveness. Among the variables, interaction enjoyment was portrayed the most. ELs who reported not speaking English at home were statistically significant in this experiment.

This study acknowledges the robust and variance of funds of knowledge as a niche to address the interculturality and hybridity of ELs’ cultural practices accumulated through Latinx ELs’ family socialization and social development using mobile-assisted writing practice. This study could provide implications for optimizing inclusive experience to promote computer-assisted language learning in a contemporary, postcolonial global world.

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Effects of mobile-assisted funds-of-knowledge writing practice in developing Latinx English learners’ intercultural sensitivity10.1108/JME-10-2023-0105Journal for Multicultural Education2024-01-25© 2024 Emerald Publishing LimitedYan ChenKendall HartleyP.G. SchraderChenghui ZhangJournal for Multicultural Educationahead-of-printahead-of-print2024-01-2510.1108/JME-10-2023-0105https://www.emerald.com/insight/content/doi/10.1108/JME-10-2023-0105/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
From screen to society: second language learners’ cultural adaptation and identity reconstruction in virtual knowledge communitieshttps://www.emerald.com/insight/content/doi/10.1108/JME-10-2023-0106/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study is to examine the impact of computer-assisted language learning on cultural adaptation and language learning in non-traditional classroom settings. The data of this study came from extended periods of observation, multiple rounds of semi-structured interviews and home visits. Using narrative inquiry, it analyzes an immigrant's journey of language learning and cultural adaptation within a virtual knowledge community. The findings of this study reveal the profound impact of virtual knowledge communities on enhancing second language learning and facilitating cultural adaptation. This study offers original insights by demonstrating the transformative power of virtual knowledge communities for the purpose of second language acquisition and cultural adaptation.From screen to society: second language learners’ cultural adaptation and identity reconstruction in virtual knowledge communities
Shakiba Razmeh
Journal for Multicultural Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this study is to examine the impact of computer-assisted language learning on cultural adaptation and language learning in non-traditional classroom settings.

The data of this study came from extended periods of observation, multiple rounds of semi-structured interviews and home visits. Using narrative inquiry, it analyzes an immigrant's journey of language learning and cultural adaptation within a virtual knowledge community.

The findings of this study reveal the profound impact of virtual knowledge communities on enhancing second language learning and facilitating cultural adaptation.

This study offers original insights by demonstrating the transformative power of virtual knowledge communities for the purpose of second language acquisition and cultural adaptation.

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From screen to society: second language learners’ cultural adaptation and identity reconstruction in virtual knowledge communities10.1108/JME-10-2023-0106Journal for Multicultural Education2024-01-29© 2024 Emerald Publishing LimitedShakiba RazmehJournal for Multicultural Educationahead-of-printahead-of-print2024-01-2910.1108/JME-10-2023-0106https://www.emerald.com/insight/content/doi/10.1108/JME-10-2023-0106/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Digital echoes of heritage: toward a culturally balanced pedagogy in technology-enhanced bilingual educationhttps://www.emerald.com/insight/content/doi/10.1108/JME-10-2023-0107/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to investigate the integration of heritage language and culture in technology-enhanced bilingual education and examine the dominance of the English language and culture in computer-assisted language learning settings. This research used a narrative inquiry methodology. The data came from semi-structured interviews with 25 bilingual teachers in the Kurdistan region of Iraq and Texas. The study found a significant bias in the use of technology toward the target language, often at the expense of heritage language and culture. The curricula analyzed were predominantly focused on superficial cultural elements of the target language, leading to a neglect of deeper cultural engagement. This research highlights the phenomenon of cultural cringe within bilingual education and the skewed use of technology toward the target language.Digital echoes of heritage: toward a culturally balanced pedagogy in technology-enhanced bilingual education
Amin Davoodi
Journal for Multicultural Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to investigate the integration of heritage language and culture in technology-enhanced bilingual education and examine the dominance of the English language and culture in computer-assisted language learning settings.

This research used a narrative inquiry methodology. The data came from semi-structured interviews with 25 bilingual teachers in the Kurdistan region of Iraq and Texas.

The study found a significant bias in the use of technology toward the target language, often at the expense of heritage language and culture. The curricula analyzed were predominantly focused on superficial cultural elements of the target language, leading to a neglect of deeper cultural engagement.

This research highlights the phenomenon of cultural cringe within bilingual education and the skewed use of technology toward the target language.

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Digital echoes of heritage: toward a culturally balanced pedagogy in technology-enhanced bilingual education10.1108/JME-10-2023-0107Journal for Multicultural Education2024-02-06© 2024 Emerald Publishing LimitedAmin DavoodiJournal for Multicultural Educationahead-of-printahead-of-print2024-02-0610.1108/JME-10-2023-0107https://www.emerald.com/insight/content/doi/10.1108/JME-10-2023-0107/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Storytelling for understanding: a case study of an English-language digital storytelling service-learning subject for refugee children in Hong Konghttps://www.emerald.com/insight/content/doi/10.1108/JME-10-2023-0116/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestWhile most language departments of the university offer service-learning (SL) subjects based on language teaching, such as “Teaching Chinese as a Second Language in Local Schools” and “Serving the Community through Teaching English,” this paper aims to argue that teaching students to teach language(s) is yet to be the best strategy to serve the service recipients. SL is widely understood as an experiential learning pedagogy that integrates academic focus, reflection and community service and is shown to be impactful. In Hong Kong, the first university that has made SL a graduation requirement is the Hong Kong Polytechnic University (the University). Considering this, new SL courses have proliferated over the past decade. Adopting a narrative inquiry approach, this paper examines personal narratives from a new SL subject aiming to raise awareness of refugees in Hong Kong. The data includes students’ reflective journals, co-created personal narratives and podcasts and semi-structured interviews. This paper finds that crafting and recording narratives of shared experiences deepens cultural understanding, cultivates empathy and facilitates language learning in a genuine setting. Ultimately, this paper advocates a well-designed SL that combines language, content and technology as a powerful, transformational experience for both college students and service recipients. This paper focuses on a brand new SL course, “Storytelling for Understanding: Refugee Children in Hong Kong,” offered in Semester 1, 2022–2023. The subject was developed by the two authors from a language division affiliated to the University. The deliverables were podcast recordings, co-authored and co-edited by the students and the children.Storytelling for understanding: a case study of an English-language digital storytelling service-learning subject for refugee children in Hong Kong
Huiwen Shi, Lok Ming Eric Cheung
Journal for Multicultural Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

While most language departments of the university offer service-learning (SL) subjects based on language teaching, such as “Teaching Chinese as a Second Language in Local Schools” and “Serving the Community through Teaching English,” this paper aims to argue that teaching students to teach language(s) is yet to be the best strategy to serve the service recipients.

SL is widely understood as an experiential learning pedagogy that integrates academic focus, reflection and community service and is shown to be impactful. In Hong Kong, the first university that has made SL a graduation requirement is the Hong Kong Polytechnic University (the University). Considering this, new SL courses have proliferated over the past decade. Adopting a narrative inquiry approach, this paper examines personal narratives from a new SL subject aiming to raise awareness of refugees in Hong Kong. The data includes students’ reflective journals, co-created personal narratives and podcasts and semi-structured interviews.

This paper finds that crafting and recording narratives of shared experiences deepens cultural understanding, cultivates empathy and facilitates language learning in a genuine setting.

Ultimately, this paper advocates a well-designed SL that combines language, content and technology as a powerful, transformational experience for both college students and service recipients.

This paper focuses on a brand new SL course, “Storytelling for Understanding: Refugee Children in Hong Kong,” offered in Semester 1, 2022–2023. The subject was developed by the two authors from a language division affiliated to the University. The deliverables were podcast recordings, co-authored and co-edited by the students and the children.

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Storytelling for understanding: a case study of an English-language digital storytelling service-learning subject for refugee children in Hong Kong10.1108/JME-10-2023-0116Journal for Multicultural Education2024-02-06© 2024 Huiwen Shi and Lok Ming Eric Cheung.Huiwen ShiLok Ming Eric CheungJournal for Multicultural Educationahead-of-printahead-of-print2024-02-0610.1108/JME-10-2023-0116https://www.emerald.com/insight/content/doi/10.1108/JME-10-2023-0116/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Huiwen Shi and Lok Ming Eric Cheung.http://creativecommons.org/licences/by/4.0/legalcode
It will take nations of billions to obstruct our dreams: extending BlackCrit through Afrofuturismhttps://www.emerald.com/insight/content/doi/10.1108/JME-11-2022-0141/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this paper is to further theorize BlackCrit to include a deeper focus on the framing idea of Black liberatory fantasy via Afrofuturism. To develop the theoretical connections, the author revisits their previous scholarship on Black girls’ Afrofuturist storytelling practices to elucidate how the girls used their speculative narratives to critique the antiblackness present in their schools and the world at large and to create future worlds in which they have the power to create the world anew. This paper discusses the relationship between BlackCrit and Afrofuturism by considering three interrelated ideas: how Afrofuturism acknowledges the antiblackness embedded in the USA; how BlackCrit makes space for liberatory Black futures and otherwise worlds; and how each theoretical idea inherently complements the other. This paper creatively uses a hip hop album as a foundation for the portrayal of the intricate connections between Black pasts, presents and futures. As a conceptual paper, it pushes educators and researchers to consider the call and response between antiblackness and Black futurity.It will take nations of billions to obstruct our dreams: extending BlackCrit through Afrofuturism
S.R. Toliver
Journal for Multicultural Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this paper is to further theorize BlackCrit to include a deeper focus on the framing idea of Black liberatory fantasy via Afrofuturism.

To develop the theoretical connections, the author revisits their previous scholarship on Black girls’ Afrofuturist storytelling practices to elucidate how the girls used their speculative narratives to critique the antiblackness present in their schools and the world at large and to create future worlds in which they have the power to create the world anew.

This paper discusses the relationship between BlackCrit and Afrofuturism by considering three interrelated ideas: how Afrofuturism acknowledges the antiblackness embedded in the USA; how BlackCrit makes space for liberatory Black futures and otherwise worlds; and how each theoretical idea inherently complements the other.

This paper creatively uses a hip hop album as a foundation for the portrayal of the intricate connections between Black pasts, presents and futures. As a conceptual paper, it pushes educators and researchers to consider the call and response between antiblackness and Black futurity.

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It will take nations of billions to obstruct our dreams: extending BlackCrit through Afrofuturism10.1108/JME-11-2022-0141Journal for Multicultural Education2023-07-13© 2023 Emerald Publishing LimitedS.R. ToliverJournal for Multicultural Educationahead-of-printahead-of-print2023-07-1310.1108/JME-11-2022-0141https://www.emerald.com/insight/content/doi/10.1108/JME-11-2022-0141/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Dreaming beyond education policy: a BlackCrit analysis of ESEA and ESSAhttps://www.emerald.com/insight/content/doi/10.1108/JME-11-2022-0146/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study is to analyze the first major federal education policy, the Elementary and Secondary Education Act of 1965, and the most recent federal policy, the Every Student Succeeds Act of 2015, through a Black critical theory (BlackCrit) lens to understand better how these educational policies have served as antiblack projects. Furthermore, this study locates examples of educational Freedom Dreams in the past and present to imagine new possibilities in Black education. By analyzing education policy documents and history through BlackCrit methods, the authors expose how education policy is inherently an antiblack project. Freedom Dreams catalyze possibilities for future education. The data confirms that while these policies purport equity and accountability in education, they, in practice, exacerbate antiblackness through inequitably mandated standardized testing, distributed funding and policed schooling. This paper applies BlackCrit analysis of education policy to reimagine Black educational possibilities.Dreaming beyond education policy: a BlackCrit analysis of ESEA and ESSA
Robert P. Robinson, Jordan Bell
Journal for Multicultural Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this study is to analyze the first major federal education policy, the Elementary and Secondary Education Act of 1965, and the most recent federal policy, the Every Student Succeeds Act of 2015, through a Black critical theory (BlackCrit) lens to understand better how these educational policies have served as antiblack projects. Furthermore, this study locates examples of educational Freedom Dreams in the past and present to imagine new possibilities in Black education.

By analyzing education policy documents and history through BlackCrit methods, the authors expose how education policy is inherently an antiblack project. Freedom Dreams catalyze possibilities for future education.

The data confirms that while these policies purport equity and accountability in education, they, in practice, exacerbate antiblackness through inequitably mandated standardized testing, distributed funding and policed schooling.

This paper applies BlackCrit analysis of education policy to reimagine Black educational possibilities.

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Dreaming beyond education policy: a BlackCrit analysis of ESEA and ESSA10.1108/JME-11-2022-0146Journal for Multicultural Education2023-09-05© 2023 Robert P. Robinson and Jordan Bell.Robert P. RobinsonJordan BellJournal for Multicultural Educationahead-of-printahead-of-print2023-09-0510.1108/JME-11-2022-0146https://www.emerald.com/insight/content/doi/10.1108/JME-11-2022-0146/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Robert P. Robinson and Jordan Bell.http://creativecommons.org/licences/by/4.0/legalcode
Left behind but not left alone: testimonies of Black preservice experiences with white cooperating teachershttps://www.emerald.com/insight/content/doi/10.1108/JME-11-2022-0147/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study was to examine the preservice educational narratives of Black English teachers in an effort to determine their experiences within teacher education programs with assigned white cooperating teachers. Drawing upon Black storytelling, testimony and breath in narrative analysis, this study showcases how Black preservice teachers navigated regularized surveillance and abandonment as part of student teaching practicum. The authors argue that, in response to their treatment, these Black preservice teachers created resistance strategies as a way to fill the mentorship void and sustain their own future teaching careers. The literature on Black preservice teachers does the critical work of examining how they experience their racial, linguistic and gendered identities in the classroom; however, this study focuses on their experiences with white cooperating teachers – an underresearched area in the past 10 years.Left behind but not left alone: testimonies of Black preservice experiences with white cooperating teachers
Robert P. Robinson, Stephanie Patrice Jones
Journal for Multicultural Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this study was to examine the preservice educational narratives of Black English teachers in an effort to determine their experiences within teacher education programs with assigned white cooperating teachers.

Drawing upon Black storytelling, testimony and breath in narrative analysis, this study showcases how Black preservice teachers navigated regularized surveillance and abandonment as part of student teaching practicum.

The authors argue that, in response to their treatment, these Black preservice teachers created resistance strategies as a way to fill the mentorship void and sustain their own future teaching careers.

The literature on Black preservice teachers does the critical work of examining how they experience their racial, linguistic and gendered identities in the classroom; however, this study focuses on their experiences with white cooperating teachers – an underresearched area in the past 10 years.

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Left behind but not left alone: testimonies of Black preservice experiences with white cooperating teachers10.1108/JME-11-2022-0147Journal for Multicultural Education2023-10-24© 2023 Emerald Publishing LimitedRobert P. RobinsonStephanie Patrice JonesJournal for Multicultural Educationahead-of-printahead-of-print2023-10-2410.1108/JME-11-2022-0147https://www.emerald.com/insight/content/doi/10.1108/JME-11-2022-0147/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Critical love praxis as pro-Black pedagogy: a literature synthesis of empirical research in K-12 educationhttps://www.emerald.com/insight/content/doi/10.1108/JME-11-2022-0156/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to examine how critical love theory is operationalized in K-12 classrooms to support Black children. The authors use BlackCrit and a conceptual framework of critical love to describe the strategies educators used as pro-Black pedagogies of resistance. The authors conducted a thematic analysis to identify how critical love praxis is used by K-12 educators as a tool to address anti-Blackness, neoliberal multiculturalism and ahistoricism as defined by the framings of BlackCrit theory. The authors produced a literature synthesis of qualitative research that responds to this study’s research questions: How are critical love theories operationalized? What educator practices do researchers identify as material manifestations of critical love?; and How and to what extent do critical love praxis address anti-Blackness, neoliberal multiculturalism and ahistorical approaches to social transformation as defined by BlackCrit theory? Critical love theories manifest as critical love praxis. Educators used critical love praxis to address anti-Blackness, neoliberal multiculturalism and ahistoricism by cultivating and supporting the co-creation of homeplace for Black students in K-12 education. Homeplace is cultivated through critical love praxis as classroom-focused, person-focused and politically focused approaches. This study’s findings extend current theoretical research on critical love by describing its material form in K-12 education and by identifying how a critical love praxis can work to directly challenge anti-Blackness. The authors find implications for their work in teacher education and teachers’ in-service professional development.Critical love praxis as pro-Black pedagogy: a literature synthesis of empirical research in K-12 education
Francheska D. Starks, Mary McMillan Terry
Journal for Multicultural Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to examine how critical love theory is operationalized in K-12 classrooms to support Black children. The authors use BlackCrit and a conceptual framework of critical love to describe the strategies educators used as pro-Black pedagogies of resistance.

The authors conducted a thematic analysis to identify how critical love praxis is used by K-12 educators as a tool to address anti-Blackness, neoliberal multiculturalism and ahistoricism as defined by the framings of BlackCrit theory. The authors produced a literature synthesis of qualitative research that responds to this study’s research questions: How are critical love theories operationalized? What educator practices do researchers identify as material manifestations of critical love?; and How and to what extent do critical love praxis address anti-Blackness, neoliberal multiculturalism and ahistorical approaches to social transformation as defined by BlackCrit theory?

Critical love theories manifest as critical love praxis. Educators used critical love praxis to address anti-Blackness, neoliberal multiculturalism and ahistoricism by cultivating and supporting the co-creation of homeplace for Black students in K-12 education. Homeplace is cultivated through critical love praxis as classroom-focused, person-focused and politically focused approaches.

This study’s findings extend current theoretical research on critical love by describing its material form in K-12 education and by identifying how a critical love praxis can work to directly challenge anti-Blackness. The authors find implications for their work in teacher education and teachers’ in-service professional development.

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Critical love praxis as pro-Black pedagogy: a literature synthesis of empirical research in K-12 education10.1108/JME-11-2022-0156Journal for Multicultural Education2023-07-14© 2023 Emerald Publishing LimitedFrancheska D. StarksMary McMillan TerryJournal for Multicultural Educationahead-of-printahead-of-print2023-07-1410.1108/JME-11-2022-0156https://www.emerald.com/insight/content/doi/10.1108/JME-11-2022-0156/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
From virtual reality to cultural reality: integration of virtual reality into teaching culture in foreign language educationhttps://www.emerald.com/insight/content/doi/10.1108/JME-12-2023-0135/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis research paper aimed to investigate the affordances of using virtual reality (VR) in teaching culture among in-service teachers of teaching Persian to speakers of other languages (TPSOL) in Iran. This qualitative case study, conducted at two Iranian universities, used purposeful sampling to select 34 eligible in-service Persian teachers from a pool of 73. Data collection used an open-ended questionnaire and interviews. Before the TPSOL in-service training workshop, teachers expressed their reservations regarding the use of VR to teach culture in TPSOL courses. The emerged themes were “skepticism toward effectiveness,” “practicality concerns,” “limited awareness of VR applications,” “technological apprehension” and “prevalence of traditional teaching paradigms.” During the post-workshop interview, it was discovered that the teachers’ perceptions of VR in teaching culture had undergone a positive shift. The workshop generated emergent themes that reflected positive perceptions and affordances for using VR to teach culture in TPSOL, including “enhanced cultural immersion,” “increased student engagement,” “simulation of authentic cultural experiences,” and “facilitation of interactive learning environments.” One primary limitation is the lack of prior experience with VR for teaching practices in real-world classrooms among the participants. While the study aimed to explore the potential of VR in enhancing pedagogical approaches, the absence of participants with prior exposure to VR in educational contexts may impact the generalizability of the findings to a broader population. Additionally, the study faced practical constraints, such as the unavailability of sufficient facilities in the workshop. As a result, the instructor had to project the VR cont7ent on a monitor, potentially diverging from the immersive nature of true VR experiences. These limitations offer opportunities for future research to refine methodologies and gain a more comprehensive understanding of the implications of integrating VR into teaching practices. Extensive research has been conducted on the effectiveness of VR in language education. However, there is a significant gap in research on TPSOL, which is considered a less commonly taught language. This study aims to address this gap by exploring the use of VR in the TPSOL through the lenses of in-service teachers. As part of a larger investigation, this qualitative inquiry focuses on the perceptions of in-service teachers about VR, with a particular emphasis on the cultural understanding of the Persian language.From virtual reality to cultural reality: integration of virtual reality into teaching culture in foreign language education
Dara Tafazoli
Journal for Multicultural Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This research paper aimed to investigate the affordances of using virtual reality (VR) in teaching culture among in-service teachers of teaching Persian to speakers of other languages (TPSOL) in Iran.

This qualitative case study, conducted at two Iranian universities, used purposeful sampling to select 34 eligible in-service Persian teachers from a pool of 73. Data collection used an open-ended questionnaire and interviews.

Before the TPSOL in-service training workshop, teachers expressed their reservations regarding the use of VR to teach culture in TPSOL courses. The emerged themes were “skepticism toward effectiveness,” “practicality concerns,” “limited awareness of VR applications,” “technological apprehension” and “prevalence of traditional teaching paradigms.” During the post-workshop interview, it was discovered that the teachers’ perceptions of VR in teaching culture had undergone a positive shift. The workshop generated emergent themes that reflected positive perceptions and affordances for using VR to teach culture in TPSOL, including “enhanced cultural immersion,” “increased student engagement,” “simulation of authentic cultural experiences,” and “facilitation of interactive learning environments.”

One primary limitation is the lack of prior experience with VR for teaching practices in real-world classrooms among the participants. While the study aimed to explore the potential of VR in enhancing pedagogical approaches, the absence of participants with prior exposure to VR in educational contexts may impact the generalizability of the findings to a broader population. Additionally, the study faced practical constraints, such as the unavailability of sufficient facilities in the workshop. As a result, the instructor had to project the VR cont7ent on a monitor, potentially diverging from the immersive nature of true VR experiences. These limitations offer opportunities for future research to refine methodologies and gain a more comprehensive understanding of the implications of integrating VR into teaching practices.

Extensive research has been conducted on the effectiveness of VR in language education. However, there is a significant gap in research on TPSOL, which is considered a less commonly taught language. This study aims to address this gap by exploring the use of VR in the TPSOL through the lenses of in-service teachers. As part of a larger investigation, this qualitative inquiry focuses on the perceptions of in-service teachers about VR, with a particular emphasis on the cultural understanding of the Persian language.

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From virtual reality to cultural reality: integration of virtual reality into teaching culture in foreign language education10.1108/JME-12-2023-0135Journal for Multicultural Education2024-03-29© 2024 Emerald Publishing LimitedDara TafazoliJournal for Multicultural Educationahead-of-printahead-of-print2024-03-2910.1108/JME-12-2023-0135https://www.emerald.com/insight/content/doi/10.1108/JME-12-2023-0135/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited