This book explores the question of how equitable and inclusive education can be implemented in heterogeneous classes where learners' languages and cultures reflect the social reality of mass migration and everyday plurilingualism. The book brings together researchers and practitioners working in inclusive teaching and learning in a variety of migration contexts from pre-school to university. The book opens with an exploration of the relationship between language ideologies and policies with respect to the inclusion of learners for whom the language of education is not the language spoken in the home. The following section focuses on innovative pedagogical practices which allow migrants to be socially, culturally and institutionally included at school and at university while using their plurilingual competences as resources for learning/teaching and allowing them to fully realise their potential.
"This inspiring volume shows that educators are actors of change, that their teaching practices can have a real impact on the inclusion process of many refugee and immigrant children and adults, and that they can (and should) challenge the systems in place [...] This book is particularly relevant for educational actors and researchers, but also for those interested in multilingualism, translanguag
Marie-Eve Bouchard, University of British Columbia, Canada
