The Special Issue “Bi-/multilingual Education Research Around the World: Advances in the International and Comparative Dialogue" is Live!

The Bilingual Review/Revista Bilingüe is proud to announce the publication of its Special Issue, “Bi-/multilingual Education Research Around the World: Advances in the International and Comparative Dialogue” organized by Guest Editors Dr. Cristian R. Aquino-Sterling (Texas Tech University, U.S.), Dr. Antonieta Heyden Megale (Universidade Federal de São Paulo, Brazil), and Dr. María Luisa Pérez Cañado (Universidad de Jaén, Spain). This exciting issue brings together bi-/multilingual education research from across eight countries and 19 institutions.

Volume 37, Issue 2’s introduction, “Bi-/multilingual Education Research Around the World: Advances in the International and Comparative Dialogue” by Cristian R. Aquino-Sterling, Antonieta H. Megale, and María Luisa Pérez Cañado, urges researchers and educators to “continue to foster sustained scholarly collaboration and dialogue across cultural, linguistic, and national contexts” (Aquino-Sterling et al., 2025, p. 2).

The Special Issue’s first article  is “Exploring Linguistic Capital and Social Reproduction in Elite Bilingual Schools Across the Globe” by Benjamin James. Here, James focuses on “elite” bilingual schools across 35 global contexts and “the interrelationship between bilingual education, social class, and political economies” (James, 2025, p. 27).

Next, Antonieta H. Megale, Fernanda Liberali, Michele Salles El Kadri, and Susan Ann Rangel Clemesha (2025) call for “inclusive and context-sensitive diversity [to] promote social justice in both public and private sectors” (p. 51) in their article “Bilingual Education in Brazil: Navigating Global and Local Dynamics.”

In “Diversity and Uniformity in Multilingual Education in China: Balancing Tensions for Sustainability,” Anwei Feng and Lihong Wang research the post-COVID-19 context of bilingual education in the People’s Republic of China, specifically the deepening tensions “of diversity and uniformity for language education” (Feng & Wang, 2025, p. 68).

Shifting the focus to Europe, Chiara Facciani examines the growing linguistic diversity of Italy and the reevaluation of bilingual education practices in her article, “Evolution of Language Policies in Italian Public Schools: A Focus on Multilingual Inclusion.”

In one of the larger collaborations of the Special Issue, “Pre-service Teacher Experiences with Multilingual Practices in Bontoc (Philippines): Learning to Value a Thoughtful and Agentive Approach to Translanguaging,” including both university scholars and bilingual teachers, Mark Preston S. López, Patricia Martínez-Álvarez, Willow F. Pangket-Rosario, Susan Peggy Puma, and Suzelle Henra Wangwang look at translanguaging “as a pedagogical tool to advance the language of minoritized children” by investigating the challenges and “multilingual practices used in [pre-service teacher’s] student teaching contexts” (López et al., 2025, p. 109).

Returning to Europe, the article “Embracing Linguistic Diversity: Notes Toward a Comprehensive Study of Bi-multilingual Education in Spain” by Pablo Ramón Ramos and R. Mata explore “linguistic diversity and… [offer] valuable insights into bi-multilingual education in [decentralized contexts]” (Ramos & Mata, 2025, p. 138) like Spain’s 17 regional educational systems.

To continue, Lisa DiCarlo and Rabia Hoş’s (2025) “Unlocking the Linguistic Wealth: A Call for Bilingual Education in the Republic of Türkiye” proposes a shift in Turkish educational policies which would “preserve minority languages and encourage linguistic pluralism” (p. 169) now that Türkiye has transitioned from a sending to a receiving country for migrants.

Concluding the research in our Special Issue is our largest collaboration between Cristian R. Aquino-Sterling, Weverton Ataide Pinheiro, Delia Carrizales, Rosa Chávez, Claudia Coronado, Lydiah Kananu Kiramba, R. Mata, Mario Molina Naar, and Fernando Valle. In their article, “Bridging the Divide: The Research–Policy–Practice Nexus in Bilingual Education and Bilingual Teacher Education in the United States,” the researchers advocate “for policies that are research-informed, equity-driven, culturally sustainable, and supportive of bilingualism, biliteracy, and the

preparation of teachers… in ways that promote their academic achievement and well-being” (Aquino-Sterling et al., 2025, p. 185).

Finally, in the Afterword, “Context, Convergence, and Collaboration in Bi-/Multilingual Education Research,” Anna Becker (2025) synthesizes the overall intent of the Special Issue where “the diversity of complex, multilingual experiences… [underscore the] challenges that are common across [educational] contexts” (p. 210).

We at The Bilingual Review/Revista Bilingüe thank all the contributing authors for their tireless dedication and robust scholarship. We are proud to be part of this interdisciplinary contribution at the intersection of bi-/multilingual education research and the field of international and comparative-international education inquiry.

Please forward this issue’s link (https://bilingualreviewjournal.org/) to your colleges and colleagues and encourage them to submit to The Bilingual Review/Revista Bilingüe. Also, please share this issue on social media with friends, family, and readers so this issue can get the furthest reach possible.

-The Bilingual Review/Revista Bilingüe Editorial Team