Making meaning and displaying knowledge in educational context is intricately linked with specific discourse patterns. Children and teenagers learn to ‘do school’ by learning to speak, write, listen, and read within the parameters of their school subjects. This chapter addresses the specific case of discourse in CLIL classrooms, where through the addition of a foreign language, mostly English, to the classroom discourse, a bilingual and biliterate context is created. The chapter outlines the range of research into CLIL discourse with a focus on subject-specific discourse patterns as an exemplification of the content and language integration in CLIL.

With the growth of interest in Elite Bilingual Education in Brazil, CLIL has gained visibility. In response, the National Curricular Guidelines for the Offer of Plurilingual Education were introduced to regulate the offer of plurilingual education and foster the valuation of Brazil’s linguistic and cultural diversity. The chapter aims to explore the document through the lens of CLIL to assess how the Guidelines afford CLIL implementation and identify opportunities for future developments and improvements. The analysis shows that the text affords numerous opportunities for CLIL implementation but falls short in depth and undercuts its own intentions by not regarding minoritised populations and languages.

More than 1,200 languages are spoken in Southeast Asia. The language policies have traditionally emphasised the official and national languages. Over the past two decades, a movement towards multilingual education has arisen in Southeast Asia. Increased use on non-dominant languages (NDL) in education can also be observed in several countries. Support for non-dominant languages in education ranges from the Philippines’ and Vietnam’s strongly supportive written language policies to Brunei and Laos, where the use of NDLs in education is currently impossible. Multilingual education which includes learners’ first languages is increasing in Cambodia, Myanmar, the Philippines, Thailand, and Timor- Leste.

In this chapter, we problematise the concept of mother tongue education in Africa in regard to the following: (i) UNESCO’s problem-solving paradigm applied to the African educational scenario; (ii) the role played by literacy as an epistemological framework in mother tongue education; (iii) the role of public education vs non-state actors as well as the role of language activism in this context; and (iv) mother tongue education as a bridge to reinforce a sense of community and sharing. We also discuss the politics of mother tongue education in Zimbabwe. By doing so, we prioritise the Zimbabwean perspective and experience in regard to language issues, avoiding the reproduction of South African-dominant interpretations of Zimbabwe.

This chapter reviews the different approaches to multilingual education that are prevalent today and the ideologies about people and nations upon which they rest. We first review the ideologies surrounding language as monoglossic or heteroglossic and the resulting manifestations in language education. We then review each of what are usually seen as separate fields – foreign language, heritage language, second language, and bilingual education. We discuss their histories and approaches, and describe how their monoglossic conception has worked against their aims of developing multilingual people. We end by discussing two newer paradigms, plurilingualism and translanguaging, focusing more directly on translanguaging approaches in multilingual education.

Chapter 5 examines how speechwriters’ claims to transgressive agency are a source for “affective binding” (see Comer 2022) and status production, contributing to the “virtuous outlaw” identity of the speechwriter community. Mapes’ focus here is rooted in affect studies (e.g. Ahmed 2004) and notions of emotional labor (e.g. Hochschild 2012), as well as the rather prolific scholarship concerning professional/personal identity as it emerges in workplace discourse (e.g. Holmes 2007). What comes to the fore is the way in which emotion is complicatedly entangled with the “semiotic ideologies” of one’s professional life (see again Keane 2018). Focusing on both Professional Speechwriting course materials as well as a video-recorded meeting between members of the Speechwriter Organization, Mapes demonstrates how participants characterize their professional expertise as especially superior to that of (hypothetical) speakers. In framing themselves as uniquely skilled and knowledgeable, speechwriters deem their transgressive professional practices as virtuous and admirable, allowing them to claim power and status within the neoliberal linguistic marketplace.

This chapter discusses the issue of dual-language instruction in Cameroon and South Africa, the only African countries where dual-language instruction, involving French and English in the former and Afrikaans and English in the latter, is practised beyond the 3rd grade. The chapter discusses the issue in light of theoretical developments in language economics, a field of study that analyses the interplay between linguistic and economic variables in the success or failure of language policies. It argues that Africa’s Indigenous languages are not used in schools because, unlike former colonial languages, they are not associated with economic returns on the formal labuor market. Drawing on language economics, the chapter suggests ways in which dual-language instruction involving an African language and a former colonial language can succeed so that both languages are used throughout the entire educational system one in addition to rather than at the expense of the other.

In this chapter, we delve into the current state, revitalisation efforts, and educational aspects of the Kashubian language in Poland. We explore its unique characteristics, geographical distribution, and the community of its speakers. By tracing its evolution from a marginalised ‘dialect’ to a recognised regional language, integrated into the formal system of education in Poland, we uncover the concerning decline in young speakers of Kashubian and their low interest in learning the language at the secondary education level. Despite the secured legal position of Kashubian, our findings signal the need for taking protective measures to prevent language loss.

In many different educational contexts, learners learn effectively in a second/additional language in terms both of subject knowledge and language ability. In other contexts, however, disadvantaged learners, including language minorities in the Global North and majorities in the Global South, fail to learn effectively in a second/additional language. The experience can damage their education and, in the case of low-income countries, the national economy. This article outlines a series of detriments to education which arise from learning in an unfamiliar language, mainly in sub-Saharan Africa. It proposes multilingual education as a way of reducing these detriments and outlines what are considered to be its benefits especially in this region, as well as the views of ministries and communities which often oppose it. By way of illustration, it shows how the processes of multilingual education have been introduced in textbooks for Rwanda and Tanzania.

Chapter 6 explores how the business of speechwriting is necessarily caught up in the commodity chains of the market, and the ways in which status competition permeates high-end language work – including academia. After a brief section which summarizes the preceding chapters, Mapes identifies three overarching problems which her book helps to illuminate. These pertain to 1) political economy, field, and the marketplace; 2) folk linguistics; and 3) community-centered collaboration and consultation. As a means of further interrogating these specific issues, Mapes briefly analyzes data from her participation in a two-day Speechwriter Organization conference. Focusing on the ways in which practitioners both claim and contest their community membership, she identifies moments of solidarity building, and moments of individual status production. Across these two sections Mapes highlights speechwriters’ paradoxical struggle for legitimacy. They want their work to be acknowledged and valued, and yet it is only by operating and competing within the particular confines of their “field” (Bourdieu 2005 [2000]) that they can accumulate capital. Hence, in both avowing and disavowing ownership, power, and prestige, speechwriters demonstrate the real complexity of professionalized language work under neoliberal conditions.

This chapter canvasses the latest empirical evidence on bilingual education and looks back to track the progress we have made in order to allow CLIL programmes to continue moving forward unfettered. In doing so, it centres on ten key issues which are at present hot topics on the CLIL agenda and traces, for each one, where we started, where we currently stand, and where we need to go, mapping out future pathways for progression. The chapter draws to a close by extracting the broader takeaways which stem from this empirically oriented overview and which should guide the future development of the CLIL agenda.

This chapter focuses on internationalisation through the lens of English Medium Instruction (EMI), a burgeoning global phenomenon. Our focus is the emergence of EMI as a critical tool for internationalisation in Asian higher education. We review common definitions of EMI before interrogating current theory around the meaning of internationalisation. We subsequently merge these threads in a critical analysis of EMI implementation in ten Asian localities. Through this approach, we observe how English is utilised as a means for achieving internationalisation agendas. Neither EMI nor internationalisation emerge as monolithic concepts; instead, each is nuanced in different ways in each polity.

This chapter situates the Content and Language Integrated Learning (CLIL) concept against the background of teaching foreign languages and the results of research on its effectiveness in Poland. It briefly presents the history of CLIL as one of the forms of bilingual education, models of its implementation, and its distinctive features in Poland. The article also collects current numerical data regarding implementing CLIL-based bilingual programmes at all stages of education in Poland. It further discusses research on the effectiveness of CLIL, as well as challenges and prospects for CLIL in the Polish education system and society.

This chapter examines the ways that language-in-education policies respond to the multilingualism of student populations and outlines some key issue that have contributed to children’s first languages being relatively marginalised in language policy and implementation. It considers contexts in which multilingual educational programmes have been normalised in policy. It then examines some of the ideological positions about education that conflict with the aims of multilingual education. It examines how different understandings of the nature and purpose of education shape the wider context in which language-in-education policies are developed and implemented to identify some key constraints that operate in such contexts.