The manuscript describes Chinese immigrant children's literacy and identity in online and in-person Chinese heritage language classrooms. The theoretical perspectives on multimodality and positioning theory are utilized as theoretical perspectives. The data were collected with the same heritage language teacher and the students during the COVID-19…

While translanguaging has gained increasing recognition as a multiliteracy pedagogy in English-medium instruction (EMI) education, research exploring its implementation in STEM classroom contexts remains limited. Furthermore, the interplay of EMI teachers' professional identities and their instructional strategies has received little attention.…

It has been widely recognised that plurilingual pedagogy offers many benefits both for language learning and learning in general. However, in contexts where the linguistic profile of students is diverse, it can still be challenging for teachers to view working with the language resources of their students as feasible. In this article, we discuss…

The everyday reality of children's multilingualism is a significant resource for expanding students' perspectives on the world, but many questions remain regarding the negotiation of these resources in mainstream classrooms. Drawing on research from a long-term Canadian study of multiliterate pedagogies, this paper explores mediation of home…