The continuous rise in both the number and the diversity of newcomer students in Canada, The Netherlands and Germany along with the imperative of recognizing minority languages in post-colonial educational contexts like Canada and New Caledonia^[1], are frequently presented as considerable challenges for educators and school stakeholders. This symposium aims to spotlight the potential inherent in these new student populations to renew classroom dynamics proposing a reevaluation of pedagogical approaches. In these demographically diverse classrooms, teachers navigate a wide range of student profiles, encompassing linguistic, cultural and experiential knowledge while adhering to the school curriculum. In Canada, the Ontario Ministry of Education (2008) emphasizes that all teachers should be capable of supporting language learners. In New Caledonia, the Noumea Accord (1998) acknowledges the importance of indigenous Kanak culture and identity and sustains their re-introduction within the educational system as part of the decolonization process. In all contexts however, most teachers are trained to handle monolingual student populations, leaving them unprepared for the significant linguistic diversity in classrooms and often in denial of its didactic value (Razafimandimbimanana, 2022).

This symposium addresses the critical need for teachers to acquire updated skills for the effective practice of linguistically and culturally responsive pedagogy. By presenting perspectives derived from research conducted in diverse contexts, the session aims to address the global similarity of challenges in supporting teachers in the implementation of inclusive pedagogy. The symposium will delve into innovative solutions, drawing from cutting-edge research across the globe, underlining the didactic value of languages as resources for learning and advocating for the recognition of minority languages rights in education (Ruiz, 1984). The objectives of the symposium include: 

-       Enhancing our understanding of how to provide support to pre-service and in-service teachers in addressing discrimination faced by students with a migration, minority or indigenous background;

-       Providing insights into strategies for ensuring the sustainable implementation of inclusive and equitable teaching practice;

-       Discussing the implications for the international applicability and transferability of the proposed strategies.

The papers in this symposium showcase pioneering research grounded in both language as a right and as a resource for learning. All authors share the project of building culturally sensitive educational institutions by empowering silenced cultures and minorities. The first paper discusses the Language Friendly School approach that promotes linguistic inclusion and creates inclusive environments. The analyses based on interviews with educators from Canada and The Netherlands highlight factors contributing to the network's success in impacting engagement and belongingness. The second paper addresses challenges in implementing multilingual pedagogies in Germany, proposing that involving student teachers with civil society organizations can enhance their understanding and integration of multilingualism. The third paper advocates for the use of pluriartistic mediation to decenter linguistic expertise in (post)colonial contexts, emphasizing the principle of epistemic justice and the promotion of cultural sensitivity among future teachers. The fourth paper focuses on challenges faced by educators in Western Canada regarding newcomer students' disempowerment. It presents a project that provides tools for exploring and shaping the intersectional identities in terms of language, culture and literacy development.

Structure of the session.After a brief introduction, we will transition into paper presentations. Then, in discussion with the audience, we will explore, across the diverse contexts (Canada, The Netherlands, Germany, New Caledonia) how the variety of experiences shared enhances our understanding and practice of implementing sustainable pedagogies that are linguistically and culturally responsive. What strategies really promote change through inclusive pedagogy and social activism? Are they applicable to both pre-service and in-service teacher professional development?

^[1] A French-governed archipelago located in the South Pacific.

Journal officiel de la République française (1998). Lois et décrets (version papier numérisée) n° 0121 du 27/05/1998 Ontario Ministry of Education. (2008). Supporting English Language Learners A practical guide for Ontario educators. Queen’s Printer of Ontario. Razafimandimbimanana, E. (2022). « De la diversité des langues à la pluralité des médiations : faire de la recherche un projet d’émancipation sociale ». HDR, Université Paris Sorbonne-Nouvelle. Ruiz, R. (1984). Orientations in language planning. NABE: The Journal for the National Association for Bilingual Education, 8(2): 15–34.