This issue explores the dynamic interplay between pedagogy, language, and policy within contemporary multilingual educational landscapes. Presenting diverse research in applied linguistics, English for Specific Purposes (ESP), translation pedagogy, and curriculum development, the current issue addresses critical challenges through empirical investigation and theoretical insights. Articles examine innovative pedagogical strategies, including scaffolding techniques and Scenario-Based Instruction (SBI) for enhancing ESP speaking skills and learner motivation. It further investigates the cognitive and pedagogical implications of integrating machine translation tools in specialized contexts, emphasizing the need for digital literacy. A study on curriculum design offers an adaptable framework for evaluating culturally responsive and inclusive language textbooks. Concluding with a critical review linking heritage rehabilitation to social equity in urban policy, the collection underscores the necessity of interdisciplinary, context-sensitive approaches. Collectively, these contributions advance scholarly dialogue and provide practical models for educators, researchers, and policymakers navigating the complexities of language education, translation, and sociocultural development.
Ouahmiche et al. (Fri,) studied this question.
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