Multilingualism, Identity, and Belonging

Session Type: Paper Session

Abstract

The papers in this session center multilingualism and its role in shaping identity and belonging. Findings from the PISA 2022 study provide a large-scale view of what teachers articulate as necessary for supporting multilingual and multicultural stances in professional development. Complementing this systems-level analysis, case studies of Latinx diaspora youth in Spain and a bilingual immigrant teacher candidate in the United States highlight the personal and affective dimensions of belonging. Together, these works demonstrate how linguistic practices, storytelling, and systemic supports intersect to shape belonging in education.

Sub Unit

• SIG-Multicultural/Multiethnic Education: Theory, Research and Practice

Chair

• Jennifer M. Bondy, Arizona State University

Papers

• What Teachers Say They Need: Mapping Multilingual & Multicultural Stances for Professional Development Using PISA 2022 - Ruoyi Zhang, Brooklyn RISE Charter School; Jianing Li, Fordham University

• Language, Identity, and Belonging Among Latinx Diaspora Youth in Spain - Eric Ruiz Bybee, Brigham Young University

• Sticky Belonging at the Intersection: Experiences of One Bilingual Immigrant Teacher Candidate with Dis/ability - Jihea Maddamsetti, Old Dominion University

Session Organizer

• Christopher J.P. Sewell, Colorado College

Discussant

• Zheng Ma, University of Toronto - OISE