The first paper will center on the Language Friendly School approach, introduced by Le Pichon and Kambel in 2019 to advance linguistic inclusion and equitable educational access. Currently, more than 50 schools worldwide hold official certification as Language Friendly Schools (Le Pichon & Kambel, 2022). Grounded in a comprehensive school-wide strategy, each school commits to refraining from penalizing students for using their own languages and leveraging the linguistic and cultural expertise of their student body. Notably, the network's inclusivity spans diverse educational institutions on four continents, including indigenous, public and private schools, international schools, and schools in refugee centers. Despite contextual differences, these schools share a collective goal: fostering inclusive and culturally responsive environments. This presentation will explore the factors perceived by teachers as contributors to the success of the Language Friendly School network. Amidst challenging work conditions for educators, how do these schools implement a holistic strategy that integrates research-based practices to champion linguistic and cultural inclusion? What impact do teachers believe the network has on their respective schools? Using an inductive grounded theory method (Glaser & Strauss, 1967), we analyzed the interviews conducted with school stakeholders (teachers and principals) from two schools in Ontario (primary and secondary schools) and four in The Netherlands, both at the start and after 6 to 12 months of participation in the network. In this presentation, we will show how the collaborative action approach empowered teachers and cultivated an environment conducive to diversity, ultimately benefiting students and their families. The presentation will showcase the impact of the network on student participation, engagement, and the sense of belonging for students, their families, and teachers according to teachers and administrators. We will highlight the results by showing artifacts shared by educators. The discussion will address the factors that empower educators and create an environment conducive to diversity, along with a consideration of the approach's limitations.

Glaser, B., & Strauss, A. (1967). The discovery of Grounded Theory: Strategies for qualitative research. Mill Valley, CA: Sociology Press. Le Pichon, E. & Kambel, E.R. (2022). The Language Friendly School: An Inclusive and Equitable Pedagogy, Childhood Education, 98:1, 42-49, DOI: 10.1080/00094056.2022.2020538