This article examines Washington State's growing dual language program through the lens of heteroglossia. A heteroglosic lens is significant to understanding the contemporary linguistic landscape... Show More

This article examines Washington State's growing dual language program through the lens of heteroglossia. A heteroglosic lens is significant to understanding the contemporary linguistic landscape and framing language policies that will equitably serve multilingual learners and communities. With the increasing multilingual complexities of today's classrooms and the history of academic achievement gaps between monolingual and multilingual learners, heteroglossia illuminates the contextual ways in which language practices and policies hegemonize certain groups and create educational and social inequities. The article argues that unless the state's language policy is structurally revised and informed with a heteroglossic ideology and theorization of language education, its aspirational goals of equitable education for its multilingual learners may never be attained. It offers an overview of the theoretical lens of heteroglossia that must guide the planning of an equitable language policy/program that reflects multilingual learners' authentic fluid language practices.

The COVID-19 pandemic has led to the adoption of synchronous online learning in Indian schools, prompting questions about the sustainability of these changes and whether digital pedagogy has... Show More

The COVID-19 pandemic has led to the adoption of synchronous online learning in Indian schools, prompting questions about the sustainability of these changes and whether digital pedagogy has returned to pre-Covid levels. A case study examined an EFL teacher's principles and practices in a rural elementary school, using Farrell's reflective practice framework to understand perceived changes influencing his thoughts, practices, and outlooks. The study reveals that the sudden adoption of digital teaching in schools had no long-term impact. Teachers received a preliminary induction, but there has not yet been any enduring transformation. As a result, following the pandemic, schools have reverted to their previous face-to-face format, abandoning the online learning impulse and environment. It has been discovered that the purported commitments to strengthen the school system's adaptability and resilience to handle any such future tragedies are ineffectual. The return of the previous resistance to digital pedagogy in school had been detrimental to the country's digital learning flight.