Abstract
Advanced economies are experiencing demographic shifts brought about by increased immigration. There are more students in schools who speak a language other than English. This has placed dialogue with regards to language diversity at the center of educational discourse. This conceptual article examines notions of identity and language within a poststructural framework and explores strategies that culturally responsive and social justice educators can employ to support emerging bilinguals (EBs) in diverse contexts. Grounded within an equity and social justice framework this articles uggests that teachers must be prepared to teach in culturally affirming and transformative ways to support emerging bilinguals.
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