Schools' Linguistically Diverse Landscapes: Issues and Innovations in Teaching Multilingual School Populations

Dear Colleagues,

Today, linguistic diversity is understood to be a positive resource which can be used to build all students’ learning, literacy, well-being, and achievement.

This Special Issue focusses on research which explores innovative pedagogy and whole-school approaches which support multilingualism in students and intercultural learning through language diversity. Contributions are welcome from all global contexts developing new approaches to combatting racism in schools through language inclusivity and promoting successful intercultural school environments. Studies may be largely focussed on primary (elementary) schools and/or secondary schools but may also include linguistic diversity in early childhood education. Contributions may focus on either student or teacher voices and will include studies of First Nations students, their language ecologies, and their language experience in schools.

This issue is part of a global research movement to examine both the lived multilingual experience of students in schools and new directions in educating language-aware teachers with reflective skills, who take a fresh critical look at the inclusiveness of the school built environment. Language-aware teachers will have the ability to recognise and respond to what all students can offer, so that all students can experience well-being and achievement at school. We welcome original research articles that address but are not limited to the following questions, according to the author’s context:

• What are the reported experiences of multilingual students and their families in schools?
• How are teachers and school leaders effectively creating inclusive school landscapes?
• What is the relationship between linguistic diversity and racism in schools?
• What is the experience of First Nations students in schools with a dominant school language that is not their first language?
• What is the complexity of language use within First Nations student communities, in intersection with schools?
• What is the disparity between students’ fluid navigation of a multilingual social world and their life in school?
• How can schools bridge with Community/Heritage language learning to create continuity between students’ knowledge and identities?
• What is the intersection between current learning models and pedagogy in schools and the activation of student linguistic diversity?

Dr. Robyn Moloney
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• linguistic diversity
• multilingual students
• teaching and learning
• inclusion
• pedagogy
• school linguistic landscape