Educational actions that establish connections between language, culture, and power construct ideologies of languages and their speakers. The study of linguistic landscapes in education (i.e. schoolscapes) offers a lens to analyse the material manifestation of such ideologies. As a venture in participatory research, this paper investigates how…

In many language classrooms in multilingual nations, standard dialects are associated with and promoted in formal domains. Through classroom pedagogical processes that reify standard language use, other dialects are relegated to informal domains and therefore devalued in classroom settings. Informed by critical pedagogy, this article challenges…

With a growing number of multilingual children entering early childhood education, teachers are challenged to create appropriate learning opportunities for all children. Given diverse literacy skills and cultural backgrounds, early childhood educators might provide different support to children after an inappropriate child response depending on…

This article examines the affective dimension of the linguistic repertoire of multilingual families. Specifically, resulting from a three-year ethnographic project in Norway, this study sets out to better understand the role of affect in parent-child interactions as members of two Brazilian-Norwegian families draw on their multilingual linguistic…

Children develop their language capacities and executive functions (EF) throughout their school-aged years. Research has shown that bilingual children show different patterns of EF performance when compared to their monolingual counterparts. However, it is less clear how variations in children's multilingual experiences associate with variation in…

The Documentational Approach To Didactics (DAD) aims to study teachers' professional development through their interactions with their resources for/from teaching. It has been introduced in the French community of didactics of mathematics in 2007, then extended at an international level. It has been introduced as an entry in the Encyclopedia of…

Dialogic, sense-making interactions are critical venues for language development and science learning, particularly for emergent multilingual students. Designing and facilitating such learning opportunities is pedagogically complex work and often requires significant shifts in practice. We report on a design study in which we partnered with 5th…

In her original article, "Identity, Agency and the Internal Conversations of Science and Math Teachers Implementing instructional reforms in High-Need Urban Schools", Stacy Olitsky (2021) takes us on an exploration of the identity development and agencies exerted by two teachers working to implement science instructional reforms in…

Past studies have explored the role of student science notebooks in supporting students' developing science understandings. Yet scant research has investigated science notebook use with students who are learning science in a language they are working to master. To explore how student science notebook use is co-constructed in interaction among…

Drawing on data from a longitudinal linguistic ethnographic study of a trilingual (English, Japanese, Spanish) family in Australia, this paper suggests that rather than looking at their language use in terms of family language policy, better insights can be gained by exploring the translingual family repertoire. This repertoire is a central…

This study examines teachers' cultural diversity beliefs and culturally relevant practices, and the predictors of those beliefs and practices. A sample of 606 primary school teachers from southwest China participated in the study. The findings reveal that teachers' beliefs are not necessarily reflected in their teaching practices as they are…

Scholars working on multilingualism within the family have often highlighted the dynamic nature of any single family's language policy, as well as the active role that both parents and children can play in the evolution of their family language policy and language practices. In this article, my aim is to revise the usefulness of two concepts,…

Teacher-child interactions are the most important factor that determines the quality of early-childhood education. A systematic review was conducted to gain a better understanding of the nature of teacher-child interactions that multilingual children are exposed to, and of how they differ from teacher-child interactions of monolingual children.…

Multilingual education is mandatory in early childhood education in several European countries. Scholars working in first, second and foreign language learning have shown the effectiveness of interaction-promoting and language-modelling strategies for language development. In addition, teachers in bilingual contexts have been translanguaging to…

The aim of this ethnographic study was to trace the English language development of a young boy from Syria (Nate, pseudonym) who relocated to the U.S. at the age of six without any prior exposure to formal schooling. Data were collected over a two-and-a-half-year period and included fieldnotes after weekly tutoring visits and writing samples. Nate…