This article investigates how young multilingual children's mathematics learning is connected to their language use, lived experiences, contexts, and emotions. To this end, we consider the experiences of children who used both Spanish and English to learn mathematics. We center on two instances of kindergarten children counting and use Systemic…

Reading identities are the ways that a person constructs the self as a reader across contexts and time. This study explores reading identities as a developmental process in multilingual children in prekindergarten and kindergarten. Participants were six children ages three to four participating in a Chinese-English family literacy program over a…

This article explores initial thinking about a pedagogy of discomfort for teaching in the context of cultural and linguistic diversity. To foster inclusive and socially just cultures of participation, contemporary classrooms need to attend to the subtle ways that taken-for-granted teaching practices marginalise diverse cultural and linguistic…

Adequately responding to linguistic diversity in the classroom is imperative in European school contexts, not least because of current migratory movements. This article presents the results of an intervention study with primary school English-foreign-language learners in Germany (N = 42, M[subscript age] = 8.70 years) from linguistically diverse…