From Conceptualization to Practice: Language Awareness in Alberta’s Multilingual Classrooms

• In Event: AERA Research in Progress Roundtable Session Five
  In Invited Roundtable: Research-in-Progress RT040 (Sunday)

Abstract

Alberta’s classrooms are increasingly multilingual, reflecting Canada’s shifting demographics. This diversity presents opportunities and challenges, yet many educators feel underprepared to support multilingual learners. Language Awareness (LA) offers a promising framework for fostering inclusive, equitable education. This action research investigates how educators in linguistically diverse Alberta schools conceptualize and implement LA, with teachers acting as co-researchers. Building on a comprehensive literature review, the study proposes a synthesized definition of LA and introduces a novel conceptual framework integrating cognitive, pedagogical, and sociopolitical dimensions. Anticipated contributions include advancing the theoretical understanding of LA, offering evidence-based strategies for classroom practice, and supporting professional learning programs to equip educators to address linguistic diversity with greater confidence, critical insight, and inclusivity.

Author

• Roula Daher, University of Calgary