This special issue stems from two symposia organized by the Education and Languages (EducLang) research group at the University of Ottawa, in collaboration with the Laboratoire Interdisciplinaire de Recherche en Didactique, Éducation et Formation (LIRDEF) at the University of Montpellier. These events explored facets of linguistic and cultural diversity in Canadian and French education systems, with a focus on immigrant bi/plurilingual students.
The first section of the issue looks at socio-educational inequalities linked to migration, examining themes such as teacher-student communication during writing workshops, narrative language as a decolonizing mediator, and the impact of an early childhood care system on writing socialization.
The second part examines the importance of valuing cultural and linguistic diversity from an identity, educational and professional point of view. Articles explore issues associated with assimilation into English in Ontario, reading approaches adopted by French-English bilingual readers, and the training of new teachers in the south of France.