Editors’ note: Understanding plurilingual and socialization practices of diverse students for educational transformation and inclusion

Abstract

In this monograph we intend to bring together studies from diverse but related perspectives that foreground processes of plurilingual socialization and pluriliteracy practices of primary and secondary students from diverse cultural backgrounds while they participate in formal and non-formal educational spaces, with special attention on inclusive and plurilingual proposals that in turn allow rethinking teacher training. Thus, the texts of this special issue converge on three main issues: An interest in the educational and linguistic inclusion of students from migrant family backgrounds adopting a holistic and competent-based approach; the use of ethnographic and collaborative methods to document and understand their social and linguistic practices in all their complexity; and the repercussion that all of this must necessarily have on teacher practice and training, and through it, on the trajectories of future students.