Multilingual Connections, October 2025
Letter from the Chair
Huseyin Uysal, The Education University of Hong Kong
Multilingualism And Sustainability: Letter from the Editors
Laura B. Liu, Indiana University Columbus, Indiana, USA
Kirti Kapur, National Council of Educational Research and Training, New Delhi, India
Nelli Bondareva, University of the People, Pasadena, USA
ARTICLES
Multilingual And Multicultural Pathways to Science Learning in Middle School Classrooms
Araceli Enriquez-Andrade, RESET, Houston, Texas, USA,
Zhenjie Hou, Yonglin Ruan, Jie Zhang, University of Houston, Texas, USA
May JadAllah, Independent Researcher, Amman, Jordan
This article demonstrates how translanguaging and contextualized science inquiry transform science education for emergent bilinguals. We feature three cases: a sixth-grade student challenging textbook food web models using Taoist philosophy, seventh graders tracing energy flow through traditional meals, and eighth graders exploring energy transformations via cultural artifacts.
Translingual Resourcefulness for Sustainable Place-Based English Language Education in Multilingual Assam
Padmini Bhuyan Boruah, Gauhati University, Guwahati, Assam, India
In this article, I explore pedagogical practices in school education in Assam, India to discuss how using learners’ home languages purposefully in English medium government schools serves to leverage societal multilingual repertoires and place-based learning as sustainable pedagogy.
Using Linguistic Diversity to Enrich the Classroom: Insights from a Virtual U.S.-Filipino Undergraduate Experience
Kelly Deutsch, Emily Wolfe, Adelphi University, New York, NY, USA
In this article, two U.S. undergraduates share their experiences and reflections from a virtual exchange with Filipino students. By exploring each other’s daily lives and routines, they uncover meaningful insights into cultural practices, language use, values, and perspectives. Their stories highlight how virtual exchanges can foster deeper intercultural understanding, challenge assumptions, and reveal the richness of everyday life across borders.
Three Stories of Language, Learning, and Teaching: Sustaining Multilingual Futures and Fluid Identities Across Taiwan and the U.S.
Yun-Pu Tu, Huiyu Lin, Hsin-Jung Li, University of Washington, Seattle, WA, USA
Through three stories, the authors reveal how their transnational language learning and teaching experiences are deeply shaped by colonialism and globalization. By reflecting on their intersectional identities (e.g., parents, educators, and researchers), these authors take on agentive and strategic actions in different forms, intentionally advocating for multilingual futures and fluid identities.
Translanguaging As Flow: A Conversation with Dr. Angel Lin
Ching-Ching Lin, Adelphi University, New York, USA
Angel M. Y. Lin, The Education University of Hong Kong, China
Dr. Angel Lin discusses how her life experiences and decades of working with teachers have shaped her research, the role of flow in learning, and translanguaging’s transformative potential.