ABSTRACT This reflective essay examines the pedagogical value of translanguaging between Sundanese and English in an English as a Foreign Language (EFL) classroom in West Java, Indonesia. Drawing on multilingual classroom experiences and relevant theoretical perspectives, the essay argues that translanguaging offers a meaningful alternative to monolingual teaching approaches by validating students’ linguistic and cultural identities while supporting engagement and comprehension. Within the Sundanese–English context, translanguaging enables learners to connect their linguistic resources to facilitate understanding and participation in classroom interaction. The essay outlines the multilingual landscape of West Java, discusses the theoretical foundations of translanguaging, and reflects on how it emerges in classroom practices. It also considers institutional and pedagogical challenges, including English-only ideologies, limited teacher preparation, and the marginalization of local languages. The essay ultimately highlights the importance of flexible multilingual pedagogies that integrate local and global linguistic resources in English language education.

ABSTRACT This paper investigates a principled approach to integrating Gospel-inforned content with English as a Second Language instruction from the perspective of a Christian educator. Employing a John 3:16 cloze activity, it demonstrates how spiritually meaningful material can be embedded in pedagogical practices for low proficiency learners. Grounded in theories of language ideology, intersectionality, World/Asian Englishes, critical pedagogy, and plurilingualism, this paper argues that faith-informed teaching can be both pedagogically rigorous and inclusive. Findings indicate that incorporating Gospel themes through culturally and linguistically resposnive strategies- such as leveraging learners’ first languages and promoting voluntary engagement- supports identity affirmation and inclusive classroom practices. The use of John 3:16 in multiple languages exemplifies a plurilingual orientation, while emphasis on learner agency aligns with critical pedagogy principles. This research contributes to scholarship on inclusive language education by proposing a Gospel-informed pedagogy model that validates multilingual identities and fosters holistic learner development.

ABSTRACT In this paper, a quantitative analysis of the Chinese English vowel space is presented, researching the influence of gender, region and data elicitation method on the vowel space of participants from Guangdong, Guangxi and Yunnan. Chinese English vowels have been shown to vary in their vowel space and in their lax-tense distinction. While English spoken in Guanxi (Deterding, 2016) and Yunnan have been studied previously, English spoken by participants from Guangdong has not been studied. We show that the tense and lax vowel spaces of our participants overlap with strong indications of mergers for the /i/-/ɪ/ and /u/-/ʊ/ vowel pairs. Gender seems to have a significant influence on the vowel space in our data, while the different regions have a much smaller influence. The findings are consistent with previous studies and show that the Chinese English vowel space shows clear and distinctive non-native characteristics. Based on our findings, we propose a tentative Chinese English vowel inventory.

ABSTRACT Although past research has shown significant associations between language anxiety and different linguistic factors (i.e. language proficiency, self-perceived language competence, and frequency of language usage), so far, few studies have directly compared their interaction in foreign language vs second language speaking environments. This comparison is vital to understanding how local language experience, environment, and competence shape language anxiety, shedding light on whether language education should be standardized or tailored to local contexts. To examine the relationships between these three linguistic factors and out-of-class language anxiety, a cross-sectional survey was administered to tertiary education students studying at the Malaysia and China campuses of an English as Medium of Instruction (EMI) university. Of the three linguistic factors studied, only self-perceived language competence, but not language proficiency or frequency of language usage, significantly predicted language anxiety in both groups. In addition, the Malaysian speakers, despite being more competent English users, reported higher anxiety levels than the Chinese speakers in some of the language use scenarios. These results suggest that identity-based factors play a more significant role than competence in predicting language anxiety in these proficient English users, with these effects influenced by the differing socio-linguistic expectations of English proficiency in the two countries.

ABSTRACT The study examined a sample of speech data obtained from a group of speakers of Sri Lankan English (SLE) to test the existing hypotheses about the pronunciation of /o:/ and /ɔ:/. Speech data were gathered from a group of thirty-eight speakers of SLE to examine if the variations in pronouncing /o:/ and /ɔ:/ would align with the variations proposed in the literature. The speech data showed only two of the three variations identified in the literature. The data were also more varied and complex than proposed in the existing descriptions. The data showed that /o:/ and /ɔ:/cannot be considered characteristic of ‘standard’ and ‘non-standard’ SLE. The study indicates the possible development of the phonemes /o:/ and /ɔ:/ into allophones of /o:/ and /ɔ:/ occurring in free variation. The study calls for more fluid and extensive category descriptions that would encapsulate the many different pronunciation variations seen amongst speakers of SLE.

ABSTRACT Research on international education has surged with the internationalization of higher education. While much of this focuses on teaching, learning, student services, and educational leadership, intersections with teacher preparation remain underexplored, particularly regarding the identities of international students aspiring to become English teachers in a foreign country. This study addresses this gap by examining the experiences of four international pre-service teachers in a graduate TESOL program in Korea. By analyzing their motivations, choices, and experiences, I highlight the complex nature of identity construction within international education. My findings reveal that personal histories and aspirations significantly influence participants’ commitment to becoming English teachers; however, their aspirations are hindered by structural barriers and systemic discrimination against them. I argue that international education policies must go beyond academic support to include measures that combat systemic inequities and discrimination. Practical recommendations are offered for policymakers and teacher preparation programs recruiting international students.

ABSTRACT Increasing cross-border interconnectedness continuously shapes perceptions and ideologies of the English language. This qualitative research explores the complex tensions between local ideologies and globalisation influences on English teaching practices in South Korea from the perspective of bilingual English-speaking Koreans. Findings highlight that English serves as crucial cultural capital, influencing social mobility, but the prevailing prestige ideology often leads to an instrumental approach to learning that may hinder effective communicative competence. There is a noticeable tension between the narrow focus on English for competitive advantage and the broader global perspectives of younger Koreans. Although the current English Language Teaching (ELT) system emphasises local competitiveness, students’ increasing exposure to transnational influences necessitates a shift in teaching strategies. To better reflect the realities of a multicultural society, this study suggests adapting ELT practices to focus more on identity negotiation and less on rigid linguistic structures, considering the diverse experiences within contemporary Korean society.

ABSTRACT This study compared domestic and international students regarding their self-evaluated English proficiency, language performance in English-medium instruction (EMI) classrooms, and their language beliefs. They were enrolled in an English-taught program (ETP) in a Japanese university. EMI courses and programs have strategically increased to attract overseas students and improve domestic students’ English proficiency. Despite extensive EMI research, few studies have focused on EMI experiences of both domestic and international students. Thus, the study analyzed online survey responses from 84 domestic and 24 international students, mostly from Asia. Noticeably, domestic students rated their English proficiency lower than their L2 English international group. Also, the former group found it significantly difficult in performing language tasks, compared to the latter group. Critically, L2 English international students preferred first language (L1) English-speaking instructors and expect non-L1 English lecturers to use native English, whereas Japanese students showed appreciation of lecturers using their L1 in EMI context.

ABSTRACT Research on the native-speakerism ideology of different languages has demonstrated the unbalanced power relation created between those who are labeled as native speaker (NS) and as non-native speaker (NNS). While the research on native-speakerism has expanded beyond the English language, the juxtaposition of native-speakerism of different languages is under-explored. This study applies Foucault’s concept of heterotopia to investigate how international universities in Japan, as a heterotopia, create spatial distinguishments of English and Japanese native-speakerism and how migrant students construct native-speakerist discourses while shuffling among different spaces. The interview result demonstrates that the international university led a Vietnamese migrant to reinforce native-speakerist discourses while providing space for counter-native-speakerist discourse to occur. It also shows that counter-native-speakerist discourses emerge in spaces where native-speakerism decoupled from the neoliberal market. Unveiling the multiplicated function of the juxtaposition of different native-speakerism, this result provides clues for tackling native-speakerism in Asian multilingual contexts.

ABSTRACT This study investigated non-English major students’ (N = 322) perceptions of non-standard lexico-grammatical features of English often considered to be acceptable when those without a common first language use English as a lingua franca to facilitate communication. The participants were recruited from diverse national origins (n = 18) studying in various majors (n= 31). A five-point Likert scale questionnaire was administered to students, asking them to rate the items according to how acceptable or unacceptable they considered them to be. According to the results, the students found just two of the items unacceptable; for the remaining items (n = 11) they expressed no strong opinion. This would seem to suggest a degree of ambivalence: on one hand the students in this study were reasonably tolerant of most of the targeted features, but on the other they held back from being openly accepting. Implications of these findings for teaching practice will be discussed with suggestions for further research.