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To gain a full perspective about English in Syria, it is necessary to focus on English learning in the past and present. The focus of the learning and teaching of the English language in Syria prior to 2011 consisted of various factors such as length of exposure to language, teacher preparation, qualifications, cross-linguistic transfer, and textbooks. The interruptions in schooling, brain drain, and depletion of resources were additional factors that influenced the learning and teaching of English in Syria in the post-2011 era. The entry concludes with a proposal that conscientious efforts are needed to enhance the teaching of English in Syria.

This chapter presents a multi-institutional study that explores 38 pre-service English to Speakers of Other Languages (ESOL) teachers’ identity development in

As Türkiye transitions from a sending to a receiving country for migrants, it faces new challenges and opportunities. The country has experienced a significant influx of migrants, notably Syrian refugees, which has strained its educational infrastructure while also presenting potential benefits. The current article examines the role of Türkiye’s linguistic landscape in integrating diverse migrant populations, considering its historical emphasis on a singular national identity. Türkiye’s evolving sociocultural context invites a reassessment of linguistic diversity policies, particularly for national minorities and immigrant communities. We propose a systematic bilingual education program to foster a bilingual future in Türkiye, advocating for educational policies that preserve minority languages and encourage linguistic pluralism in an increasingly interconnected global society. Türkiye göçmen gönderen bir ülkeden göçmen alan bir ülkeye dönüşürken yeni zorluklar ve fırsatlarla karşı karşıyadır. Ülke, özellikle Suriyeli mülteciler olmak üzere önemli bir göçmen akını yaşadı ve bu durum eğitim altyapısını zorlarken aynı zamanda potansiyel faydalar da sundu. Bu makale, Türkiye’nin dilsel manzarasının çeşitli göçmen nüfuslarını entegre etmedeki rolünü, tekil bir ulusal kimliğe olan tarihsel vurgusunu göz önünde bulundurarak incelemektedir. Türkiye’nin gelişen sosyokültürel bağlamı, özellikle ulusal azınlıklar ve göçmen topluluklar için dilsel çeşitlilik politikalarının yeniden değerlendirilmesini gerektirir. Bu makalede Türkiye’de çift dilli bir geleceği teşvik etmek için azınlık dillerini koruyan sistematik bir çift dilli eğitim programı öneriyoruz ve artan bir şekilde dilsel çoğulculuğu teşvik eden eğitim politikalarını savunuyoruz.

States and districts share an obligation to provide Multilingual Learners (MLLs) with access to high quality language programs that are proven to be effective in minimizing opportunity gaps between MLLs and non-MLLs. This article reviews how local education agencies (LEAs) allocated their state-issued funding to improve MLL language programs and increase student outcomes. Findings reveal that of the total state-issued MLL funding, LEAs used 88.7% on teacher salaries and benefits, 5.1% on teacher professional development, 4.9% on language program implementation, 0% on language program evaluation, and a small percentage of funding remained unspecified. Collectively, these findings indicate that LEAs did not adhere to the state's funding policies, nor did the state follow their own policies to regulate the LEAs' expenditures. We close with a discussion on how the state can improve their function as an organizational leader and serve as a model for other stakeholders in the shared obligation of the education of MLLs.

This introduction synthesizes the research presented by the contributors to this special issue to explore sustainable educational practices for refugees. A common thread across the articles is that they share components of Nel Noddings’ ethics of care framework, which emphasizes establishing welcoming, nurturing, and supportive environments that enable refugees to build meaningful relationships while honoring their cultural identities. We recommend action steps gleaned from the 11 papers in this issue that call for the concerted efforts of all those involved. Central to this vision are teachers, who serve as the backbone of the education system; however, to fulfill this role, they must be equipped with the necessary resources and skills to foster culturally responsive educational environments that emphasize students’ identities and provide equitable learning. This introduction underscores the importance of holistic and relational approaches as foundational to achieving sustainable educational equity for refugee learners.

Despite being a fundamental concept, the field of supply chain management (SCM) exhibits a significant lack of consensus regarding the definition of supply chain flows (SCFLOWS). Additionally, there has been an over-reliance on three flows – material, information and finance – while various other flows crucial to SCM performance have been overlooked. Hence, the purpose of this study is twofold: (1) to explore the multi-dimensional nature of SCFLOWS and (2) to identify additional flows beyond the commonly acknowledged ones that are vital for SCM performance.,This study employs various qualitative methods as part of the abduction process. The methods include in-depth interviews with logistics professionals, a Delphi study involving SCM scholars and a focus group comprising airline industry practitioners.,Seven SCFLOWS dimensions are identified and presented as SCFLOWS framework. Also, two additional flows, i.e. human and capital equipment, are proposed as vital to SCM performance.,This is the first study to introduce SCFLOWS framework to achieve consensus in the field. By introducing two additional flows, it proposes extending the SCFLOWS boundary to include various flows overlooked previously but pertinent to SCM performance. The SCFLOWS framework serves as a systematic guide to validate additional flows and represents an important step towards building SCM theory.

The COVID-19 vaccine supply chain faced unprecedented disruption from information disorder (collectively, misinformation, disinformation, and malinformation (MDM)). While prior research has examined the societal and health consequences of information disorder, little is known about how it disrupts supply chain management (SCM) or how supply chain actors respond. Guided by organizational information processing theory (OIPT) and stakeholder theory (ST), this study employs an embedded qualitative case study of the U.S. COVID-19 vaccine supply chain. We find that crisis-induced MDM functioned as an exogenous shock that heightened uncertainty and equivocality, overwhelming information-processing capacity, and fragmenting stakeholder responsibility. Downstream actors (i.e., pharmacies and clinicians) were disproportionately burdened in their efforts to combat MDM, relying largely on reactive tactics. Additionally, SC actors prioritized correcting false claims while deferring attribution of intent. This led to the conflation of misinformation and disinformation and the underdiagnosis of malinformation. By integrating OIPT and ST, we develop a framework that explains how information-processing misfit and shifting stakeholder salience jointly produce operational disruption and uneven accountability. Our findings extend SCM theory by conceptualizing MDM as a systemic supply chain risk and offer actionable guidance to improve resilience and trust. © 2026 The Author(s). Journal of Business Logistics published by Wiley Periodicals LLC.