37.2530, Calls: Transforming Practice, Shaping Theory: The Future of Language and Literacy Education (Macau)

[The LINGUIST List]

LINGUIST List: Vol-37-2530. Fri Jul 31 2026. ISSN: 1069 - 4875.

Subject: 37.2530, Calls: Transforming Practice, Shaping Theory: The Future of Language and Literacy Education (Macau)

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Date: 30-Jul-2026
From: YUWEI ZHANG, Early Career Researcher in Language and Literacy Education [stefanieyuweizhang at outlook.com]
Subject: Transforming Practice, Shaping Theory: The Future of Language and Literacy Education


Full Title: Transforming Practice, Shaping Theory: The Future of
Language and Literacy Education

Date: 16-Oct-2026 - 18-Oct-2026
Location: Macau, Macau
Meeting Email: cllehelper at um.edu.mo
Web Site:
https://fed.um.edu.mo/transforming-practice-shaping-theory-the-future-of-language-and-literacy-education/

Linguistic Field(s): Applied Linguistics; General Linguistics;
Language Acquisition; Writing Systems

Call Deadline: 31-Jul-2026

Call for Papers:
Title: Transforming EAL Education through Translanguaging: Teachers’
Perspectives on Inclusive Multilingual Practices and AI-Mediated
Language Support
Abstract
Background: With migration continuously shaping English-speaking
countries, secondary classrooms are gradually becoming linguistically
and culturally diverse. Consequently, helping newcomers learn EAL is a
growing concern for language educators attempting to create inclusive
and equitable learning opportunities. Australia, being known for its
multilingual educational system and existing EAL programs, presents an
interesting case study to look at teaching practices addressing the
linguistic diversity of learners. While translanguaging has already
been extensively recognized as an efficient multilingual pedagogy,
little empirical information exists on the use of translanguaging as a
differentiated instructional strategy in the Australian secondary
school EAL programs.
Purpose: The present study explores the ways secondary EAL teachers
use translanguaging pedagogy as a differentiated instructional
strategy to help newly arrived learners in Australian secondary school
EAL programs. The study also considers teachers' attitudes toward the
opportunities and challenges related to translanguaging and the role
of multilingual assistance and AI-powered translation tools in the
process.
Methods: An Australian public school implementing an EAL programme
served as the focus for a qualitative case study. Data were gathered
through semi-structured interviews and classroom observation of three
secondary EAL teachers. Thematic analysis was used to analyse the data
to examine teachers' perceptions and classroom practices about
translanguaging pedagogy.
Findings and Conclusion: The findings indicate that teachers viewed
students' home languages as valuable pedagogical resources that
enhanced comprehension, participation, collaboration, confidence, and
identity development. Translanguaging was used by means of bilingual
scaffolding, peer collaboration, and differentiated instruction in
order to foster inclusive teaching. In addition, the teachers noted
that Multilingual Education Assistants and AI-based tools could assist
in dealing with multilingual difficulties especially when human
language assistance was not available. Nonetheless, there were some
restrictions on its implementation due to time limitations,
curriculum, and multilingual resource constraints.



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