The United Nations Sustainable Development Goal 4 (SDG4) indicates that education for global citizenship and appreciation of cultural diversity should be embedded at all levels of curricula. In this paper, we share findings from an analysis of curriculum documents in Victoria, Australia and Québec, Canada that identified learning related to this…

Building on research that has demonstrated the benefits of Dual-Language Bilingual Education (DLBE) programmes on students' bilingual, academic, and cross-cultural development (Lindholm-Leary and Hernández 2011), this study examines the links between dual language proficiency and competence in elementary students enrolled in a Cantonese DLBE…

New Literacy Studies and related scholarship on the use of digital tools in classrooms support the argument that literacy practices can be understood as translingual and transcultural practices within the context of an otherwise monocultural and monolingual setting. Pushing for broader conceptions of "mono" settings and arguing for…

This ethnographic study aims to foreground the voices of 34 first through twelfth graders who belong to first-generation immigrant families from Mexico and Central America and attend Nueva Vida Church (fictitious name) in a Midwestern US city. They insightfully reflect upon their language, culture and citizenship during Sunday school class focus…

First-generation Bangladeshi grandparents in the UK have consciously taken on the role of maintaining the linguistic and cultural identity of their grandchildren. Through their life experiences, they have built up "funds of knowledge" and skills that they are able to use to promote learning using strategies that are personalised and…