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A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (15 August 2025) | Viewed by 13069

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Dr. Ekaterina Protassova

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Guest Editor

Department of Languages, University of Helsinki, 00014 Helsinki, Finland
Interests: language teaching; linguistic diversity; language contact; multilingualism
Special Issues, Collections and Topics in MDPI journals

Dr. Maria Yelenevskaya

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Guest Editor

Department of Humanities and Arts, Technion-Israel Institute of Technology, Haifa 32000, Israel
Interests: computer-mediated communication; socio-cultural aspects of immigration; language teaching; linguistic diversity
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Global migration trends are reshaping demographics, leading to increased linguistic and cultural diversity in previously homogenous communities. These shifts challenge traditional educational frameworks, necessitating approaches that value students’ multilingual and multicultural backgrounds. Linguistically responsive teaching emerges as a crucial pedagogy in response to this, integrating intercultural communication, contrastive linguistics, and language acquisition processes. This approach enables educators to support students in navigating academic challenges while leveraging their linguistic repertoires as assets.

The increasing diversity among students has prompted educators to adopt or combine teacher-centered and student-centered methodologies. The latter shifts the teacher’s role from authoritative knowledge source to facilitator, fostering student autonomy and personalized learning. Particularly in multilingual settings, student-centered strategies such as collaborative learning, problem solving, and peer interactions enhance communication, encourage tolerance, and support conceptual change. Teaching lesser-used languages poses unique challenges and opportunities, blending language acquisition with cultural heritage preservation. Effective teaching materials tailored to learner needs, multimodal approaches, and community involvement enrich learning experiences. Moreover, technological advancements, including digital and AI tools, further enhance linguistic inclusivity and foster equity in education. Thus, linguistically responsive teaching supports students’ cognitive development, strengthens their cultural identities, and prepares them for global citizenship.

This Special Issue explores the increasing linguistic and cultural diversity in educational contexts driven by global migration trends, advocating for a linguistically responsive teaching approach in so doing. The aim is to leverage students’ linguistic and cultural backgrounds, integrating strategies from intercultural communication, contrastive linguistics, and language acquisition processes to enhance education for multilingual learners. The scope of this Special Issue includes examining effective teaching methods for diverse language learners, promoting inclusivity, and addressing challenges in heritage and lesser-used language instruction.

This Special Issue is seeking papers which address topics such as the following:

Developing learner autonomy, problem-solving skills, and peer collaboration as enhancers of linguistic comprehension;
Balancing inclusivity and instructional goals through teacher facilitation;
Embracing linguistic and cultural diversity to strengthen learning and students’ identity;
Heritage language instruction leveraging culturally resonant and multimodal resources;
Digital platforms and AI tools transforming learning and offering collaborative and self-paced opportunities;
Challenges in developing advanced materials for less-popular languages;
Promoting dialogue and translanguaging to foster critical and creative thinking;
Collaborative tasks linking creativity to socio-cultural contexts through negotiation and innovation;
Multilingualism as a career asset, promoting tolerance and countering stereotypes;
Applying effective strategies to enhance cognitive flexibility and strengthen students’ cultural identities;
Migration reshaping classroom demographics and necessitating student-centered approaches.

Dr. Ekaterina Protassova
Dr. Maria Yelenevskaya
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

linguistic diversity
innovative language teaching
linguistically responsive teaching
translanguaging
non-global languages

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Published Papers (10 papers)

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Research

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26 pages, 370 KB

Open AccessArticle

Teachers’ Knowledge About Low Involvement in Estonian Home Language Classes Among Diaspora Families in Finland

by Larissa Aksinovits

Educ. Sci. 2026, 16(4), 541; https://doi.org/10.3390/educsci16040541 - 31 Mar 2026

Viewed by 514

Abstract

This study investigates Estonian home language (HL) teachers’ perceptions of caregivers’ language beliefs and the factors contributing to low participation in HL classes among Estonian-speaking students in Finland. Data were collected through semi-structured thematic interviews with nine qualified HL teachers, whose extensive experience provided insights into a broad and diverse population of diaspora families, including those with limited motivation for HL learning. Content analysis, guided by Spolsky’s family language policy FLP model and Epstein’s framework of family–school–community involvement, revealed that caregivers typically value HL as a symbolic link to family and cultural heritage but often assume that oral communication at home is sufficient for children’s linguistic development. Teachers reported that caregivers generally support multilingualism yet underestimate the need for structured HL instruction. Low attendance of HL classes was attributed to a combination of family-, child-, and school-related factors: permissive parenting, limited language awareness, identity issues, scheduling conflicts, long school days, fatigue, and constraints within school timetables and institutional structures. A marked discrepancy was identified between teachers’ perceptions of attendance and official statistics, indicating that teachers predominantly interact with families that are already motivated and tend to overestimate the participation activity. The findings highlight the complexity of FLP in diaspora contexts and the importance of strengthening school–family communication and institutional support for HL education. Implications for policy, teacher education, and future research on low-motivation families are discussed. Full article

(This article belongs to the Special Issue Innovation and Design in Multilingual Education)

24 pages, 1717 KB

Open AccessArticle

Linguistic Landscape as a Resource in EGAP Courses: A Case Study

by Maria Yelenevskaya

Educ. Sci. 2026, 16(3), 359; https://doi.org/10.3390/educsci16030359 - 25 Feb 2026

Viewed by 415

Abstract

This article explores the incorporation of linguistic landscape (LL) studies into English for General Academic Purposes (EGAP) courses, emphasizing its potential to enhance language learning through real-world engagement. This study highlights the growing interest in LL as a sociolinguistic phenomenon that reflects urban multilingualism and cultural dynamics. The goal of this article is to analyze pedagogical benefits of integrating LL into language education, such as fostering critical thinking, pragmatic competence, intercultural awareness among students, and creating situations in which the target language is used in natural communication. Through a case study conducted at the Guangdong Technion–Israel Institute of Technology, the author presents specific classroom activities and reports on how they can be combined with fieldwork conducted by students. The goal of the tasks was to let students analyze language use in public spaces, classifying the surrounding signs into top-down and bottom-up, and informative and regulatory, and discuss how social prestige of languages is reflected in multilingual signs. In documenting written language in public places, creating their own signs and assessing their peers’ work, students were practicing both receptive and productive skills. Most of the work was done in small groups, which contributed to the students’ ability to collaborate with peers. The findings suggest that LL projects can effectively bridge classroom learning with lived language experiences, although challenges remain in implementation due to time constraints and pedagogical ideologies. Full article

(This article belongs to the Special Issue Innovation and Design in Multilingual Education)

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22 pages, 289 KB

Open AccessArticle

Exploring Young Children’s Use of Language Learning Strategies: A Case of Early Exposure to Four Languages in a Multilingual Classroom

by Mila Schwartz and Nurit Kaplan Toren

Educ. Sci. 2026, 16(2), 237; https://doi.org/10.3390/educsci16020237 - 3 Feb 2026

Viewed by 730

Abstract

This study aimed to identify young school students’ language learning strategies (LLSs) within their diverse socio-linguistic reality. The study was conducted in one elementary school in a peripheral city characterized by a heterogeneous population (Arabs and Jews) and immigrants from various countries who speak multiple languages. The principal of this school opted to introduce young children (Grades 1 and 2) to four languages: Hebrew, as a socially dominant language; Russian and Arabic, as the children’s home languages; and English, as a global language. We used photo elicitation and dialogical conversation to obtain reflections of 11 Arab and Jewish students (Grade 2). Each student was asked to describe the strategies they used to learn a novel language in the classroom and at home. Findings support the appropriateness of Oxford’s taxonomy to young language learners: all LLSs’ categories were reported. This study contributes to our understanding of children’s ability to use LLSs in early primary school. It highlights the leading role of language teachers who seem to mediate by modelling LLSs. Furthermore, it enriches the understanding of how 7–8-year-old learners can use diverse metacognitive LLSs and transfer them across languages. We also found one “child-specific” characteristics of the strategy related to parental involvement. Full article

(This article belongs to the Special Issue Innovation and Design in Multilingual Education)

21 pages, 659 KB

Open AccessArticle

Research Skills and Academic Literacy in Multilingual Higher Education: The Case of Kazakhstan

by Lazzat Baimanova, Bella Gazdiyeva, Abraham Althonayan, Yekaterina Zhumagulova and Anar Kalzhanova

Educ. Sci. 2026, 16(1), 21; https://doi.org/10.3390/educsci16010021 - 24 Dec 2025

Viewed by 1214

Abstract

Developing research skills and academic literacy is essential for student success, yet their progression often varies across multilingual higher education systems. This study investigates these competencies among 692 bachelor’s and master’s students in Kazakhstan’s trilingual higher education context, where Kazakh, Russian, and English serve as languages of instruction. The contributions of multilingual academic practices, language of instruction, reading proficiency in three languages, peer collaboration, teacher facilitation, learner autonomy, and academic performance were examined using hierarchical regression and cumulative logit models. Results show that multilingual academic practices emerged as the strongest and most consistent predictor of both research skills (β = 0.56) and academic literacy (β = 0.69), explaining 38% and 49% of variance respectively and clearly outperforming medium of instruction, single-language reading proficiency, and programme level. Peer collaboration, teacher facilitation, and academic performance emerged as the most powerful predictors of students’ overall self-assessed research competence. The findings position multilingualism as both linguistic and cognitive resource, offering implications for curriculum design, staff training, and multilingual research-based learning in higher education. The study advances international scholarship on multilingual higher education. Full article

(This article belongs to the Special Issue Innovation and Design in Multilingual Education)

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15 pages, 289 KB

Open AccessArticle

Primary and Secondary School Textbooks in Official and Minority Languages in North Macedonia: Challenges of the Digital Era

by Pavel Falaleev

Educ. Sci. 2025, 15(12), 1684; https://doi.org/10.3390/educsci15121684 - 14 Dec 2025

Viewed by 1119

Abstract

The article discusses the challenges faced by primary and secondary school students in North Macedonia, focusing on the availability of textbooks for those receiving instruction in minority languages. Although some materials are available for download on the E-učebnici platform operated by the Ministry of Education and Science, this does not encompass all didactic resources required for instruction. Cataloging of the materials on the platform reveals that while electronic versions of many textbooks in Macedonian are freely accessible, students studying in Albanian (a co-official language) and minority languages such as Turkish, Bosnian, and Serbian have considerably fewer digital resources. The data indicate that disparities begin from the fifth grade and widen in higher grades, with Bosnian- and Serbian-speaking students particularly disadvantaged. In vocational education, Macedonian-speaking students have the broadest access to electronic materials, while Albanian and especially Turkish speakers have far fewer options, and no digital textbooks are available in Serbian. The analysis demonstrates that a semi-official hierarchy of languages persists within North Macedonia’s educational system, privileging Macedonian and, to a lesser extent, Albanian, while marginalizing other minority languages both institutionally and technologically. The article concludes by outlining the challenges and implications of implementing digital resources as a means to address linguistic inequality in education. Full article

(This article belongs to the Special Issue Innovation and Design in Multilingual Education)

19 pages, 448 KB

Open AccessArticle

From Policy to Practice: Challenges and Opportunities in Bilingual Preschool Education in Georgia (Sakartvelo)

by Gulnara Bibileishvili

Educ. Sci. 2025, 15(10), 1340; https://doi.org/10.3390/educsci15101340 - 9 Oct 2025

Viewed by 1248

Abstract

In Georgia (Sakartvelo), a program promoting bilingual education in preschool institutions was formally adopted in 2020. It aligns with the objectives of the 2021–2030 State Strategy for Civic Equality and Integration Plan, which envisions a comprehensive reform of bilingual education across Georgia’s regions. Any reform requires research and evaluation to measure how effectively it is being implemented and whether the intended outcomes have been achieved. The bilingual education initiative pursues a dual objective: to preserve the native languages of minority communities while ensuring effective acquisition of the state language. This dual mandate is intrinsically linked to state language policy and constitutes a sensitive issue for local communities, parents, and preschool administrators, thereby necessitating a careful and nuanced approach. The present study analyzed the readiness of the social environment to support the implementation of bilingual education programs at the preschool level in the regions of Georgia in which ethnic minorities live side by side. Research was carried out in two ethnically diverse regions—Kvemo Kartli and Samtskhe–Javakheti. The author conducted individual and group interviews, and the elicited data were analyzed with the help of content and thematic analyses. This study examines key attributes of the ongoing preschool reform to identify factors that facilitate the effective implementation of early bilingual education initiatives. The findings highlight both commonalities and regional variations in parental attitudes toward the bilingual education reform. Full article

(This article belongs to the Special Issue Innovation and Design in Multilingual Education)

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20 pages, 1533 KB

Open AccessArticle

Storytelling in the Heritage Language: Polish Language in Finland

by Izabela Jakubek-Głąb

Educ. Sci. 2025, 15(9), 1221; https://doi.org/10.3390/educsci15091221 - 15 Sep 2025

Viewed by 1440

Abstract

The Polish diaspora’s commitment to maintaining its cultural and linguistic heritage in foreign environments not only enriches their communities but also deepens the understanding of diaspora dynamics in cultural preservation. This article analyzes the narrative development of Polish-speaking children as a means of supporting the maintenance of the Polish heritage language (HL) in Finland. The case study focuses on a family with a visually impaired father and three children. The material was drawn from interviews with the parents, books created by the children on their own initiative, and picture book narratives. Using an ecological approach and narrative analysis, the study explores how children naturally expand their competence in Polish through storytelling. By fostering storytelling skills, children strengthen their linguistic, cultural, and emotional connection to their HL. Narratives enable them to use Polish in meaningful, everyday contexts, creating a natural environment for language practice. Through stories that incorporate elements from Polish, Finnish, and international settings, children develop intercultural awareness, adaptability, and a deeper appreciation for their Polish roots. Storytelling between parents and children in Polish also fosters emotional closeness and reinforces the family’s linguistic bond. It encourages children to communicate with Polish-speaking relatives, such as grandparents, thereby supporting intergenerational language transmission. Full article

(This article belongs to the Special Issue Innovation and Design in Multilingual Education)

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29 pages, 1751 KB

Open AccessArticle

Peer Collaboration to Support Chinese Immigrant Children’s Chinese Heritage Language Use and Learning in New York

by Yeshan Qian and Colette Daiute

Educ. Sci. 2025, 15(9), 1210; https://doi.org/10.3390/educsci15091210 - 12 Sep 2025

Cited by 2 | Viewed by 1371

Abstract

Post-monolingual circumstances are increasing reflecting the growing occurrence of multilingualism, migration, and advancing communication technologies. Cultural groups value maintaining heritage languages while also learning the ones in their new life environments. Heritage language maintenance is, for example, promoted by immigrant parents and grandparents in the Northern Netherlands, as well as in other locations. Maintaining cultural heritage language also needs innovative instructional approaches and pedagogy. This article presents a study exploring the role of peer collaboration in supporting children’s Chinese heritage language use and learning in New York City. Drawn from sociocultural theory and extended in prior research examining peer collaboration in writing development, we focused on understanding the role of peer collaboration in Chinese immigrant children’s Chinese heritage language use in an after-school (Sunday school) program. In collaboration with organizers of the school, our study involved a 30 min peer collaboration writing activity. The activity invited children to collaborate with a peer to write a letter about the fun experiences they had in the Chinese language school. Interaction processes and products were collected and analyzed to address two primary research questions including the following: What are the languages and peer collaboration processes that children in this Chinese language school used in their conversations and in the text of the letters they created together? How did children’s use of Chinese and English during peer collaboration relate to language in the texts they wrote? Results indicated that children played diverse, mutually supportive roles during their collaboration, such as suggesting narrative sequences for the letter, including confirming/agreeing, and correcting and clarifying, although different pairs balanced such strategies somewhat differently. Among numerous findings is that children used Mandarin most frequently when narrating events that they found enjoyable at the Chinese language school. The findings fill a gap in research on multilingual peer collaboration, in particular with Chinese and English in the United States. In addition to those findings, research in an after-school heritage language program provides a model for innovative research in practice. Full article

(This article belongs to the Special Issue Innovation and Design in Multilingual Education)

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20 pages, 283 KB

Open AccessArticle

Integrating International Foodways and the Dominant Language Constellation Approach in Language Studies

by Alexandra Grigorieva and Ekaterina Protassova

Educ. Sci. 2025, 15(6), 765; https://doi.org/10.3390/educsci15060765 - 17 Jun 2025

Cited by 1 | Viewed by 2985

Abstract

People in multilingual societies develop complex and interconnected food-making and food-discussing networks. On the basis of an experimental course titled “Food at Home, Food on the Move: Globalization and Regionalism in Modern Food Culture” taught at the University of Helsinki, we will show how the acquisition of culinary terminology puts forward the interconnectedness of languages and the dynamics between them in several sociolinguistic contexts. The lectures were grouped geographically: Eating with the Neighbors (Finnish cuisine and Swedish, Russian, Karelian and other influences); From the Baltic to Central Europe (Latvian, Lithuanian, Polish, German, and Hungarian food cultures); Formative Cuisines of the Mediterranean (French, Italian, Greek, Middle Eastern cuisine, etc.); and Eating Outside Europe (food culture influences from the US, Mexico, China, Japan, and India). The assignments included a critical lecture diary, an essay about eating experiences, or additional reading, a conversational analysis of a culinary show, or fieldwork in an ethnic restaurant. Raising awareness of linguistic and cultural diversity, motivating course participants to discuss the role and interaction of languages in their repertoire, makes them reflect on their multilingual identities. It allows educators to explore individuals’ DLCs in different contexts while navigating diverse global and local environments based on the principles of fairness and equality in education. Full article

(This article belongs to the Special Issue Innovation and Design in Multilingual Education)

Review

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17 pages, 283 KB

Open AccessReview

Perspectives on Minority Language Education in the Post-USSR

by Artem Fedorinchyk

Educ. Sci. 2026, 16(4), 602; https://doi.org/10.3390/educsci16040602 - 9 Apr 2026

Viewed by 137

Abstract

A significant amount of recent scientific literature emphasizes the importance of mother tongue education, as minority languages continue to be underrepresented in formal schooling. While some progress has been made in integrating these languages into curricula, the situation varies widely across different regions. Ideally, populations would achieve proficiency in multiple languages, yet in practice, this phenomenon is relatively rare. This article examines the status of minority language education across five regions of the post-USSR. The analysis is conducted according to specific principles, with attention to demographic patterns, economic conditions, legislative frameworks, national and regional educational policy documents, and the types and outcomes of programs involving minority languages. Methodologically, the study employs a comparative qualitative approach, combining document analysis, secondary data review, and the synthesis of existing case studies. By applying these methods, the research seeks to identify correlations between the presence of minority languages in the public sphere and their incorporation into educational programs. Findings indicate that active use of minority languages in everyday life and public domains provides the strongest motivation for sustained investment in education. At the same time, the introduction of modern educational technologies offers promising opportunities to achieve more positive results in the future. Full article

(This article belongs to the Special Issue Innovation and Design in Multilingual Education)

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