Many educators in immersion contexts support a policy of strict separation of languages in the classroom as the ideal model for second language acquisition and are reluctant to make connections between the dominant language, the target language and pupils' home languages. This can result in missed opportunities for drawing on pupils' entire…

French immersion (FI) programs in Canada have historically served predominantly Canadian-born, English-speaking students and families in their endeavour to learn both of the country's official languages, French and English. However, FI programs are becoming increasingly culturally and linguistically diverse as a result of increased global…

French immersion (FI) programs are becoming increasingly culturally and linguistically diverse as a result of growing migration to Canada. In the present mixed-methods study, I explore the perspectives and ideologies of teachers, principals, and central office staff in eight school divisions in Saskatchewan, Manitoba, and Alberta with respect to…

This article describes the ways in which study abroad experiences in international settings may help language teachers develop linguistic and cultural consciousness that ideally influence pedagogical practices in their home teaching contexts. Drawing upon the framework of critical multilingual awareness (CMLA; García, 2017), we describe three…

When considering access to broader learning opportunities beyond the core curriculum for Culturally and Linguistically Diverse Learners (CLDLs), the world language classroom is rarely a space that offers such access, despite the fact that CLDLs should have as much access to the development of multilingualism through school curricula as dominant…

In this article, we analyze the plurilingualism of instructors and their students in a program taught through the medium of French at a multilingual, Anglophone university in Western Canada. We employ the lenses of plurilingualism and plurilingual competence in the analysis of data from a one-year qualitative study of plurilingualism across the…

Given the increasingly diverse, multilingual student body in Canada, the call for increased inclusion in education, and in light of research highlighting the potential for inclusion in French immersion (FI) to be limited by gatekeepers, this study examines the beliefs of kindergarten teachers regarding the inclusion of English language learners in…

The purpose of this qualitative study was to document the skills, knowledge, and dispositions needed for effective two-way immersion (TWI) teacher training based on the perspectives of those practicing in the field. The research questions explored how preservice teachers, practicing TWI teachers, and TWI administrators perceived the skills,…

This article examines four French immersion (FI) teachers' perspectives on the relationship between language and culture and on their roles as intercultural mediators in New Brunswick (NB), Canada's only officially bilingual province. Data were drawn from semi-structured interviews with the teachers. Couched in the broader framework of Canada's…

"Culturally and Linguistically Responsive Education" provides a much-needed blueprint for how school leaders can leverage the power of collaborative learning to create more culturally and linguistically responsive schools. The book describes an innovative network of twenty preK-8 schools located across the United States striving to…

Global awareness is discussed through the experiential learning of six teacher candidates and six teachers on a Fulbright-Hays study abroad program to Israel. The participants focused their learning on four key aspects of global education; multilingual communication -- to enhance a world view, historical layering -- to understand the peripheries…

This article presents findings from an exploratory research project entitled "Gaelscoileanna and Multicultural classrooms: the potential for transfer to enhance L2 learning experiences". The project focussed on two language immersion contexts in Ireland which, despite obvious differences, share a range of significant commonalities. One…

Around 30 percent of families across New York State now speak a language other than English at home, resulting in 240,000 English language learners (ELLs) in the state's primary and secondary schools who speak nearly 200 different languages. This report looks at New York State's redesign of policies and practices to better support the education of…

In an age of transnational mobility, there has been a growing recognition of the need for both English and French mainstream classroom teachers to be trained to teach increasingly plurilingual student populations. In this article, I begin by describing the context for an exploratory comparative and collaborative ethnographic action research study…

Bilingual education is one of the fastest growing disciplines within applied linguistics. This book includes the work of 20 specialists working in various educational contexts across Europe, Latin America, and North America to create a volume which is both comprehensive in scope and multidimensional in its coverage of current bilingual…