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Education Sciences
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Advances in Research on Languages and Literacies in Multicultural and...
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Advances in Research on Languages and Literacies in Multicultural and Inclusive Settings: International and Comparative Perspectives

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

Deadline for manuscript submissions: closed (30 June 2026) | Viewed by 7509

Editors

Prof. Dr. Guofang Li

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Guest Editor
Department of Language & Literacy Education, The University of British Columbia, 6200 University Blvd, Vancouver, BC V6T 1Z4, Canada
Interests: multiliteracies; multiculturalism; bilingualism; teacher education
Prof. Dr. Shuqin Cao

E-Mail Website
Guest Editor
College of Child Development and Education, Zhejiang Normal University, Hangzhou, China
Interests: education for children with autism; special education for students with intellectual disabilities; inclusive education
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Jiangbo Hu

E-Mail Website
Guest Editor
Faculty of Child Development and Education, Zhejiang Normal University, 1108 Gengwen Rd, Xiaoshao District, Hangzhou 311231, China
Interests: bilingual children; early language learning; shared reading

Special Issue Information

Dear Colleagues,

As the world becomes increasingly interconnected and culturally diverse, multicultural and inclusive education settings are rapidly becoming the norm. Within these dynamic environments, languages and literacies—core developmental domains that are fundamentally shaped by cultural, linguistic, and individual differences—play a crucial role in supporting equitable and empowering learning experiences. However, they also present persistent challenges for both learners and educators striving to foster inclusive, responsive, and meaningful engagement.

Languages and literacies development is foundational to children’s academic success, identity formation, and sense of belonging. Yet, in many educational contexts, these domains continue to be approached through deficit-based models that fail to recognize and build upon the rich linguistic and cultural repertoires children bring to the classroom. Over the past few decades, researchers and practitioners have developed adaptive and culturally responsive approaches to languages and literacies education. Nonetheless, there are still significant gaps between the aspirations of inclusive education and the everyday realities faced by educators working in complex, often under-resourced settings.

This Special Issue seeks to highlight cutting-edge research and innovative practices that address emerging challenges and opportunities in inclusive languages and literacies education across diverse contexts. We are seeking contributions that explore pedagogical strategies, theoretical advancements, and technological integrations that support equitable languages and literacies development among children from a range of cultural, linguistic, and ability backgrounds. Studies situated in early childhood, primary, and secondary education settings are welcome.

We are interested in submissions of empirical research, theoretical explorations, and meta-analyses that engage with (but are not limited to) the following themes:

  • Bilingual and multilingual children’s languages and literacieslearning experiences.
  • Children’s engagement with multimodal (e.g., digital, visual, embodied, or arts-based) literacies.
  • Languages and literaciesdevelopment of neurodivergent children and those with developmental disabilities (e.g., autism, dyslexia).
  • Educators’ perspectives and practices in supporting inclusive languages and literacies
  • Technology tools and practices for inclusive literacies learning.
  • Inclusive picture books, storytelling, and shared reading practices.
  • Cross-cultural and cross-linguistic studies of children’s literacies learning.
  • Equity-oriented assessment practices for linguistically diverse and neurodiverse children.
  • Community-based and culturally sustaining literacy-related pedagogies.
  • Implementing inclusive languages and literacies education in resource-limited settings.

This Special Issue aims to bridge research, policy, and practice by offering insights that inform the design of inclusive, linguistically responsive, and socially just languages and literacies education.

Prof. Dr. Guofang Li
Prof. Dr. Shuqin Cao
Prof. Dr. Jiangbo Hu
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-anonymized 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 2000 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

  • languages and literacies
  • inclusive education
  • multilingual learners
  • neurodiversity and special needs
  • culturally responsive pedagogy
  • multimodal literacies, equity in education
  • teacher beliefs and practices
  • home and community literacies
  • assessment for diverse learners

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  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • Reprint: MDPI Books provides the opportunity to republish successful Special Issues in book format, both online and in print.

Further information on MDPI's Special Issue policies can be found here.

Published Papers (7 papers)

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Research

31 pages, 3365 KB  
Article
Effects of Language Policy and Learners’ Sociolinguistic Background on Educational Achievement in a Multilingual City in the Philippines
by Firth MacKenzie McEachern
Educ. Sci. 2026, 16(7), 1167; https://doi.org/10.3390/educsci16071167 - 21 Jul 2026
Viewed by 1128
Abstract
In the Philippines, most children speak regional languages like Ilokano, Cebuano, and Hiligaynon as their first language (L1), but they have historically been schooled in English and Tagalog (i.e., Filipino). In 2012, the Department of Education (DepEd) institutionalized Mother Tongue-Based Multilingual Education (MTBMLE), [...] Read more.
In the Philippines, most children speak regional languages like Ilokano, Cebuano, and Hiligaynon as their first language (L1), but they have historically been schooled in English and Tagalog (i.e., Filipino). In 2012, the Department of Education (DepEd) institutionalized Mother Tongue-Based Multilingual Education (MTBMLE), designating regional/local languages as the primary medium of instruction in the early grades. Despite this major policy shift, data on how it affected children of different linguistic and ethnic backgrounds remain scarce. This study addresses that gap by examining the effects of language-of-instruction (LOI) policy, child L1, and parental ethnicity on Grade 1 academic achievement in San Fernando, La Union—a multilingual city where Ilokano is the predominant language of the community and Ilocos Region. This quasi-experimental pre–post cohort comparison leverages an exogenous policy change to analyze data from 3002 Grade 1 students across 10 urban public schools in two consecutive school years: the last year of the old English–Filipino bilingual policy (SY 2011–2012) and the first year of MTBMLE (SY 2012–2013). Ordinary least squares and mixed-effects linear regression models estimate the effects of LOI policy, child L1, parental ethnicity, and their interactions on achievement scores. Under the old L2-oriented bilingual policy, L1 Ilokano children (the demographic majority) achieved significantly lower academic ratings than their L1 Tagalog peers, with an estimated gap of approximately 1.17–2.13 points (up to 0.5 standard deviations). Within one year of MTBMLE implementation, this gap decreased to just 0.10–0.18 points (less than 0.1 SD), driven primarily by an increase in Ilokano-speaking children’s achievement across all subjects. Parental ethnicity moderates these effects: children with at least one Ilokano parent showed greater achievement gains under MTBMLE than children with no Ilokano parents, but having one Ilokano parent was more advantageous than two. This suggests that multilingual home environments influence outcomes in complex ways. Overall, the findings provide empirical support for MTBMLE’s positive impact on educational outcomes and equity, observable even within the first year of implementation. They carry urgent implications as the Philippine government has suspended the policy under Republic Act 12027 of 2024. Policymakers are urged to disaggregate educational achievement data by children’s home languages, and incorporate L1s in instruction, assessment, and program evaluation. Full article
(This article belongs to the Special Issue Advances in Research on Languages and Literacies in Multicultural and Inclusive Settings: International and Comparative Perspectives)
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17 pages, 235 KB  
Article
Children’s Multilingualism in Inclusive Preschools in Iceland
by Hanna Ragnarsdóttir
Educ. Sci. 2026, 16(7), 1062; https://doi.org/10.3390/educsci16071062 - 3 Jul 2026
Viewed by 311
Abstract
This research project aims to explore children’s multilingualism and how children’s preschools build on the language resources which families and children bring to their preschools. Research has shown that children actively create their own knowledge and can express themselves regarding their views on [...] Read more.
This research project aims to explore children’s multilingualism and how children’s preschools build on the language resources which families and children bring to their preschools. Research has shown that children actively create their own knowledge and can express themselves regarding their views on language learning and that each child has a unique bilingual or multilingual experience. This qualitative research study contributes to in-depth research with children on their multilingual experiences as described by their parents, preschool teachers and principals. Data was collected from 2022 to 2025 in semi-structured interviews with six parents, their children’s preschool teachers and principals in three preschools in Iceland. The findings indicate that the parents value their children’s language repertoire and use diverse tools to support their children’s multilingualism. The teachers in the study are all interested in supporting the children’s multilingualism, although some of them claim that they lack knowledge, training, and support in implementing multilingual practices. The children are active agents in developing language policies and practices in their families. They contribute to their families’ language practices with their input, ideas, choices, and language preferences. Although Icelandic is the main language used in the preschools, the children, supported by their teachers and principals, have the opportunity and agency to develop their multilingualism. The research findings provide practitioners, policy makers and parents with suggestions as to how children can and will benefit from support in maintaining their heritage languages. More structured collaboration and policy guidance are likely to strengthen children’s multilingualism. Full article
(This article belongs to the Special Issue Advances in Research on Languages and Literacies in Multicultural and Inclusive Settings: International and Comparative Perspectives)
18 pages, 273 KB  
Article
Representations of Disability in Picturebooks: Issues of Inclusivity and Literary Quality
by Amanda Niland
Educ. Sci. 2026, 16(5), 798; https://doi.org/10.3390/educsci16050798 - 19 May 2026
Viewed by 890
Abstract
Children need picturebooks that represent the diversity of their lives. Such books provide opportunities for all children, regardless of differences, to see themselves and their lives reflected in the pages. When children encounter books they can both enjoy and identify with, they are [...] Read more.
Children need picturebooks that represent the diversity of their lives. Such books provide opportunities for all children, regardless of differences, to see themselves and their lives reflected in the pages. When children encounter books they can both enjoy and identify with, they are more likely to develop a love of reading. Recognition of the importance of this has led to the publication of a growing number of picturebooks containing characters of colour, or who are gender-diverse or disabled. While many of these have the literary qualities that inspire young children’s imaginations as well as being inclusive, this is not always the case with picturebooks portraying disability. This research sought to build on existing analytical studies of inclusivity in picturebooks, drawing from frameworks developed by other researchers—in particular, the Strong Stories framework. The analytical framework used also included criteria to evaluate the literary qualities that make picturebooks imaginative and engaging for young children. The picturebooks portraying disability studied in this research came from recommendation lists of five literary or disability advocacy not-for-profit organisations. A qualitative content analysis was conducted, informed by an understanding of literacy as a social practice, with picturebooks as reflectors of ideology and social models of disability. Findings revealed that not all the recommended books were inclusive, and the majority lacked the literary qualities that make children reach for a book over and over. This research sheds light on the need for more picturebooks that inclusively and imaginatively portray disability. Full article
(This article belongs to the Special Issue Advances in Research on Languages and Literacies in Multicultural and Inclusive Settings: International and Comparative Perspectives)
16 pages, 374 KB  
Article
Conceptualising Multilingual Infants’ Language Learning in ECEC Through a New Ecobehavioural Model
by Zhijun Zheng, Sheila Degotardi and Emilia Djonov
Educ. Sci. 2026, 16(5), 757; https://doi.org/10.3390/educsci16050757 - 10 May 2026
Cited by 1 | Viewed by 704
Abstract
As the number of multilingual children attending early childhood settings continues to grow, there has been an increasing focus on how to support their language learning experiences in early childhood education and care (ECEC) settings. This article proposes an ecobehavioural model for supporting [...] Read more.
As the number of multilingual children attending early childhood settings continues to grow, there has been an increasing focus on how to support their language learning experiences in early childhood education and care (ECEC) settings. This article proposes an ecobehavioural model for supporting multilingual infants’ language development in ECEC settings, which is inspired by and builds on Vygotsky’s cultural–historical approach, Bronfenbrenner’s ecological theory and Ford et al.’s ecobehavioural model of early language development. By integrating these theoretical approaches, this conceptual article examines different levels of factors that impact the quality and quantity of educators’ language input and interactions with multilingual infants in ECEC rooms. This paper introduces an ecobehavioural model comprising four levels: Level 1 focuses on the quality and quantity of educators’ interactions with multilingual infants; Level 2 on educators’ knowledge and practices of supporting multilingualism in ECEC; Level 3 on the environments and resources of supporting multilingual infants’ learning in ECEC; and Level 4 concerns the policies that inform professional development and interventions to support multilingual infants in ECEC. The new model helps us understand how to support the quantity and quality of educators’ language input and interactions with multilingual infants under the age of two in ECEC in a dynamic and holistic way. It can also be used to describe the current research gaps and identify directions for future research, practices and policy on supporting multilingual young children in ECEC settings. Full article
(This article belongs to the Special Issue Advances in Research on Languages and Literacies in Multicultural and Inclusive Settings: International and Comparative Perspectives)
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19 pages, 617 KB  
Article
Incremental Change Through Transcultural Dialogues: Developing Critical Cultural Competence in Teacher Education
by Kristen L. Pratt, Ya-Fang Cheng and Bogum Yoon
Educ. Sci. 2026, 16(5), 679; https://doi.org/10.3390/educsci16050679 - 23 Apr 2026
Viewed by 387
Abstract
Contemporary educator preparation programs face sociopolitical constraints that limit critical discussions surrounding how systemic, structural, and institutional inequities influence teaching and learning, leaving future educators underprepared to meaningfully nurture diverse ways of knowing in K-12 schools. To address this challenge, in this study [...] Read more.
Contemporary educator preparation programs face sociopolitical constraints that limit critical discussions surrounding how systemic, structural, and institutional inequities influence teaching and learning, leaving future educators underprepared to meaningfully nurture diverse ways of knowing in K-12 schools. To address this challenge, in this study we explored how video-mediated transcultural dialogues between 60 pre-service educators from Taiwan and the U.S. influenced the development of essential critical cultural competencies. Using a nested theoretical perspective, we analyzed participants’ discussions related to internalized notions of teaching and learning across diverse ecologies. Analysis revealed that through these conversations, incremental development of interconnected global awareness, self-determination, reflexive relationality, and social justice orientations occurred. Modest individual perspective shifts transpired as participants cultivated emerging critical cultural competencies. Despite limitations including a small sample size and a term duration, this pedagogical innovation demonstrated a possible pathway for further exploration to develop future educators’ critical cultural competencies while bridging global relations even within restrictive sociopolitical contexts. Full article
(This article belongs to the Special Issue Advances in Research on Languages and Literacies in Multicultural and Inclusive Settings: International and Comparative Perspectives)
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16 pages, 277 KB  
Article
Extra-Curricular Activities and Children’s Bilingual Language Learning in Singapore
by He Sun, Qiujuan Cheng and Clarence Green
Educ. Sci. 2026, 16(4), 643; https://doi.org/10.3390/educsci16040643 - 17 Apr 2026
Cited by 1 | Viewed by 1671
Abstract
Extra-curricular activities (EAs) have become a billion-dollar industry in Asia, and many parents in Singapore enroll their children in enrichment classes to improve English and mother tongue language performance. Despite the heavy investment, it remains unclear how much children could benefit from such [...] Read more.
Extra-curricular activities (EAs) have become a billion-dollar industry in Asia, and many parents in Singapore enroll their children in enrichment classes to improve English and mother tongue language performance. Despite the heavy investment, it remains unclear how much children could benefit from such exposure. The present study examines this issue with 123 English–Mandarin bilingual children aged four to five. The number of hours children spent in language-related EAs, together with a set of internal factors (e.g., nonverbal intelligence) and external factors (e.g., home input), were used to predict children’s receptive vocabulary and word-reading skills in both languages using path models. Results show that 36% of the children attended English or Mandarin enrichment classes. Participation in English enrichment classes was not significantly associated with children’s English receptive vocabulary or English word-reading skills. In contrast, Mandarin enrichment classes were significantly associated with better Mandarin word-reading performance. The differential effects of enrichment classes may reflect the bilingual context of Singapore, where English dominates daily communication while Mandarin is mainly learned as a subject in preschool and receives relatively limited exposure outside school. The findings highlight the importance of considering sociolinguistic context when evaluating the effectiveness of language enrichment programs. Full article
(This article belongs to the Special Issue Advances in Research on Languages and Literacies in Multicultural and Inclusive Settings: International and Comparative Perspectives)
20 pages, 248 KB  
Article
Challenges and Professionalization in Teaching English to Deaf and Hard-of-Hearing Students: A Qualitative Study of Teacher Perspectives
by Kristin Gross, Melanie Kellner and Katharina Urbann
Educ. Sci. 2026, 16(4), 635; https://doi.org/10.3390/educsci16040635 - 16 Apr 2026
Viewed by 891
Abstract
This qualitative study investigates the challenges teachers face when teaching English as a foreign language (EFL) to deaf (in this article, deaf (lower case) refers to the audiological condition of hearing loss, whereas Deaf (capitalized) is used to denote individuals who identify as [...] Read more.
This qualitative study investigates the challenges teachers face when teaching English as a foreign language (EFL) to deaf (in this article, deaf (lower case) refers to the audiological condition of hearing loss, whereas Deaf (capitalized) is used to denote individuals who identify as members of the Deaf community and share a common sign language and distinct cultural values) and hard-of-hearing (DHH) students in German schools for the Deaf. The study is situated within a structural–theoretical professionalization framework, which focuses on the relationship between institutional conditions, teacher education structures, and professional action. Semi-structured interviews were conducted with 16 teachers of DHH students and the data were examined using qualitative content analysis. The findings reveal five central areas of challenge: (1) heterogeneity of the student body; (2) limited time (for preparing and adapting materials); (3) restricted subject-matter and sign-language competence, including missing links between EFL didactics and Deaf education in teacher training; (4) uncertainties surrounding the language design of EFL instruction, particularly the role of American Sign Language (ASL), German Sign Language (DGS), and written English; and (5) the lack of consistent, accessible exam formats and standards. Teachers report substantial insecurity due to the absence of coherent concepts, policy frameworks, and specialized training pathways, which fosters divergent classroom practices and tensions within teaching staff. The results highlight an urgent need for systematic integration of Deaf education, sign language training, and EFL pedagogy in teacher education, as well as for evidence-based guidelines on language classroom practice and assessment for DHH learners. Full article
(This article belongs to the Special Issue Advances in Research on Languages and Literacies in Multicultural and Inclusive Settings: International and Comparative Perspectives)
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