In reframing foreign-language education into translanguaging pedagogy, educators’ criticality of monoglossic ideologies is important. This article analyzes the discourses of scholars and practitioners raising objections against Japan’s neoliberal language-in-education policy of teaching English through English to examine whether their voices are underlain by the ideology of translanguaging. The data consisted of two sets: collections of teachers’ reports of their practices published by Shin-Eiken (or the New English Teachers’ Association), a grass-roots teachers’ association founded in 1959, and critiques written by a group of four scholars supporting Shin-Eiken . The practitioners’ data set comprised 61 reports of their handed-down pedagogical practice called self-expression published in 2013–2023 and 22 reports written by their predecessors in 1974–1979. The scholars’ data came from their eight books published in 2011–2020. We performed theoretical thematic analysis to identify themes of translanguaging ideology and of monolingualism ideology. The analysis found translanguaging-minded beliefs in recent and past Shin-Eiken teachers’ discourses where they acknowledged students’ multimodal expressions as voices from idiolects. The scholars, in contrast, emphasized prescriptive use of Japanese and English as two distinct languages. We conclude that the teachers’ ideology emerged from their on-the-ground engagement with marginalized students.
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Educational Linguistics
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Editor-in-Chief:
Li Wei
Language:
English
First published:
June 20, 2022
Publication Frequency:
2 issues per year
About this journal
Educational Linguistics aims to provide an international platform for cutting-edge research in the field of educational linguistics. The journal promotes the building of empirical understanding and critique of theories that relate to the interrelationship of language, education and other related social science disciplines. Contributors are encouraged to pay close attention to the multi-layered complexity and highly contextualized nature of language issues in education, for which education policy, language planning and pedagogical innovations are constructed, actualized, negotiated and disputed in the social, cultural, economic and historical conditions. The journal welcomes rigorously conducted empirical studies focusing on practice-based, problem-driven and policy-oriented topics of language (in) education as well as conceptual and theoretical discussions of critical issues related to language (in) education. It also welcomes studies of educational contexts and language practices that are under-presented in international research publications as well as those studies that breaks new ground by making connections with other disciplines, through the lens of different paradigms, and with innovative methodologies.
Topics:
- Language and education systems
- Language in education policy
- Language of instruction
- Bilingual and biliteracy practices in the educational context
- Educational and social equity for linguistically minoritized students
- Language teacher development
- Learner identity
- Learner autonomy
- Heritage and community language education
- Critical pedagogy
- Language curriculum
- Language assessment in the educational context
- Language and life-long learning
Article Formats
In addition to the standard research article format, the Journal includes the following formats:
- Debate: This will have a feature article, followed on commentaries from researcher with supporting as well as diverging views. The author of the feature article will be given an opportunity respond to the commentaries.
- Policy and social movement hotspot: Featuring discussions and critiques of new and controversial policy initiatives and social movements in specific contexts.
- Critical reading: Re-reading and critiques of classic articles and books on topics that have a contemporary relevance.
- Methodological innovations: Promoting new approaches to educational linguistic issues.
- Short communications: representing personal viewpoints, and reactions to papers published in the journal.
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Your Benefits
- high quality peer-reviewed articles advancing language in education issues
- critical discussions and new theoretical and empirical research
- agenda-setting proposals on emerging issues and themes
- short turnaround times (on average 3-4 months)
- international and renowned editorial board
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Requires Authentication UnlicensedTranslanguaging ideology? Scholars’ and practitioners’ discourses in a foreign-language education contextLicensedDecember 1, 2025
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Requires Authentication UnlicensedAn interview with David BlockLicensedNovember 13, 2025
Educational Linguistics publishes special and thematic issues focussed on important and emerging topics in the field of study. The journal has established a rigorous process to ensure that any special issue manuscripts follow the same high-quality standards and peer review processes as regular manuscripts. For further information on the journal’s peer review policy please see the "Instructions for Authors".
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- If you have any general questions please visit our FAQ page for authors
Article Formats
In addition to the standard research article format, the Journal includes the following formats:
- Debate: This will have a feature article, followed on commentaries from researcher with supporting as well as diverging views. The author of the feature article will be given an opportunity respond to the commentaries.
- Policy and social movement hotspot: Featuring discussions and critiques of new and controversial policy initiatives and social movements in specific contexts.
- Critical reading: Re-reading and critiques of classic articles and books on topics that have a contemporary relevance.
- Methodological innovations: Promoting new approaches to educational linguistic issues.
- Short communications: representing personal viewpoints, and reactions to papers published in the journal.
We look forward to receiving your manuscript!
Hybrid Open Access
Authors have the option to publish their article under an open access license. For more information on the standard article processing charge for a hybrid open access article please visit our website. Please note that corresponding authors from institutions with which we have a transformative agreement, can publish open access without paying the fee. More information on the eligible institutions and articles can be found here.
GENERAL EDITOR
Li Wei, UCL Institute of Education, University College London, 20 Bedford Way, London WC1H 0AL, United Kingdom, li.wei@ucl.ac.uk
MANAGING EDITOR
Qi Shen, School of Foreign Languages, Room 121, Huiwen Building, 1239 Siping Road, Tongji University, Shanghai, 200092, China
EDITORS
Xuesong (Andy) Gao, University of New South Wales (Australia)
Yuko Goto Butler, University of Pennsylvania (USA)
Christopher Jenks, Aalborg University (Denmark)
INTERNATIONAL ADVISORY BOARD
Ange Creese, University of Sterling (UK)
Ofelia Garcia, CUNY Graduate Center (US)
Nancy Hornberger, University of Pennsylvania (USA)
Joseph Lo Bianco, Melbourne University (Australia)
Yuming Li, Beijing Language and Culture University (China)
Stephen May, University of Auckland (New Zealand)
Bonny Norton, University of British Columbia (Canada)
Bernard Spolsky, Bar-Ilan University (Israel)
Jim Tollefson, Washington University (US)
Yun Wu, Tongji University (China)
Liming Yu, Shanghai Jiaotong University (China)
EDITORIAL BOARD
Alfredo Artiles, Stanford University (US)
Naghmeh Babaee, Simon Fraser University (Canada)
Martha Bigelow, University of Minnesota (USA)
Suresh Canagarajah, Pennsylvania State University (US)
Jasone Cenoz, University of the Basque Country (Spain)
Christian Faltis, Texas A&M International University (US)
Durk Gorter, University of the Basque Country (Spain)
Francis M. Hult, University of Maryland Baltimore County (USA)
David Johnson, University of Iowa (US)
Helen Kelly-Holmes, University of Limerick (Ireland)
Constant Leung, King’s College, London (UK)
Citing Li, Shanghai International Studies University (China)
Angel Lin, Simon Fraser University (Canada)
Teresa L. McCarty, UCLA (US)
Leketi Makalela, University of the Witwatersrand (South Africa)
Masaki Oda, Tamagawa University (Japan)
Wei Ren, Beihang University (China)
Hyunjung Shin, University of Saskatchewan (Canada)
Lionel Wee, National University of Singapore (Singapore)
Paul Seedhouse, University of Newcastle (UK)
Rita Silver (Nanyang Technological University (Singapore)
Lynn Mario Menezes de Souza, Uiversidade de Sao Paulo (Brazil)
Sophie Tauwehe Tamati, University of Auckland (New Zealand)
Guadalupe M. Valdes, Stanford University (US)
Wayne E. Wright, Purdue University (US)
Lawrence Jun Zhang, University of Auckland (New Zealand)
Ke Zhao, Shanghai University of Economics and Finance (China)
Yongyan Zheng, Fudan University (China)
Zhu Hua, University of Birmingham (UK)
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Journal information
Additional information
eISSN:
2748-9329
ISSN:
2748-9310
Language:
English
Publisher:
De Gruyter Mouton
Additional information
First published:
June 20, 2022
Publication Frequency:
2 issues per year
eISSN:
2748-9329
ISSN:
2748-9310
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