Bellaterra Journal of Teaching & Learning Language & Literature <p><strong><em>Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature</em></strong> is an online peer-reviewed, multilingual academic journal with a focus on language and literature teaching methods. We publish outstanding research in these areas, written by graduate students or post-doctoral students, as well as invited contributions by internationally known scholars.</p><strong></strong> Departament de Didàctica de la Llengua, de la Literatura i de les Ciències Socials en-US Bellaterra Journal of Teaching & Learning Language & Literature 2013-6196 <p>By submitting a manuscripts, the author confirms that they are sole authors of the work, that it is original work and that the text does not contain any illegal content or anything that infringes author or other's rights. <strong>All authors are required to sign a copyright form before their article will be published, indicating that they have followed the ethics statement.</strong> Copyright clearance for reproduction of any figures, diagrams or charts from published works is sole responsibility of the author.</p><strong></strong> Book Review. Border Thinking: Latinx Youth Decolonizing Citizenship, by Andrea Dyrness and Enrique Sepúlveda III Cèlia Pratginestós Copyright (c) 2022 Cèlia Pratginestós 2022-06-30 2022-06-30 15 2 e1120 e1120 10.5565/rev/jtl3.1120 Beyond the school boundaries: language learning among pupils with a migrant background <p>The current changes in the linguistic sphere due to international migrations are reflected in a particularly clear way in educational establishments. This article presents the diverse linguistic learning experiences of Catalan students of immigrant origin in two secondary schools with different reception ideologies and in different socio-spatial contexts: a small coastal town in the metropolitan region of Barcelona, and a central neighbourhood of the city of Barcelona that is representative of the super-diversity model (Vertoveç, 2007). Contrasting the communicative practices of the students and the attitudes towards the linguistic diversity of the teachers in these two different environments shows the richness of the communicative practices of these students. Besides, it allows us to better understand if schools continue to reproduce cultural hierarchies despite more or less inclusive discourses, or if, on the contrary, there are processes of change that can allow the incorporation of the linguistic capital of all the students.</p> Charo Reyes Copyright (c) 2022 Charo Reyes 2022-06-30 2022-06-30 15 2 e1127 e1127 10.5565/rev/jtl3.1127 "I'm too good": Empowering plurilingual practices and pluriliteracies in an after-school program <p>In this article, I describe interactions involving Dalil, a plurilingual boy with migrant family backgrounds, as he participates in an after-school reading program in Barcelona, the city where he lives and has been schooled. The program addresses children categorized as being ‘at risk’ of school failure for not achieving the expected levels of reading in Catalan, the school vehicular language, and aims at supporting their literacy competence. The ethnographic observation of Dalil’s interactions with peers and adult mentors during the program sessions foregrounds his display of complex, competent plurilingual and pluriliteracy practices that challenge deficit-based categorizations of his capacities. Analyzing these practices supports broader understandings of plurilingual pupils’ language and literacy competence, and the promotion of inclusive, competence-based approaches that confer children like Dalil with the self, hetero and institutional legitimation needed to learn displaying their entire repertoire and multiple competences.</p> Claudia Vallejo Rubinstein Copyright (c) 2022 Claudia Vallejo Rubinstein 2022-06-30 2022-06-30 15 2 e1149 e1149 10.5565/rev/jtl3.1149 “Mum, let’s write it all down”. Identity texts as facilitators of multilingual literacy <p>This paper presents a research carried out in three multilingual classrooms where identity texts are used as a central pedagogical tool adapted to each level: Pre-primary, second and sixth year of Primary Education. Results show that identity texts foster the inclusion of home languages in the school context and encourage the collaboration of families. The process was documented through classroom observations and interviews to educators and parents, and verifies that the proposed tasks promote plurilingual literacy in both alloglot and non-alloglot students. Besides, the main strategies for the management of linguistic repertoires developed by children are presented. Conclusions point at the need of a well-defined and structured use of home languages throughout the school years, including a specific role for families’ involvement.</p> Gloria Torralba Anna Marzà Copyright (c) 2022 Gloria Torralba, Anna Marzà 2022-06-30 2022-06-30 15 2 e993 e993 10.5565/rev/jtl3.993 Challenges and possibilities to build a linguistically and culturally inclusive school: a conversation between Luci Nussbaum and Siham Lech-Hab <p>The conversation that takes place below between Luci Nussbaum and Siham Lech-Hab revolves around what are, even today, the challenges and the possibilities of the presence of children with migrant family backgrounds in the school of Catalonia, as well as what opportunities this reality offers both in schools and in the university. The dialogue established between the two guests allows us to project a look at the past, the present and, above all, the future, to highlight relevant aspects that need to be considered, such as the diverse trajectories of students, the revision of certain reception practices or the necessary collaboration between schools and the university for teacher training.</p> Julia Llompart Esbert Luci Nussbaum Capdevila Siham Lech-Hab Copyright (c) 2022 Julia Llompart Esbert, Luci Nussbaum Capdevila, Siham Lech-Hab 2022-06-30 2022-06-30 15 2 e1125 e1125 10.5565/rev/jtl3.1125 Ethnographic approach to the process of inclusion of immigrant students in an educational centre <p>Based on the theoretical assumptions of cultural psychology and language socialization, and following an ethnographic approach, this paper offers (a) a study that explains the schooling process of two students who have just arrived in Spain and a Dominican student who has just arrived in the class group but not at the school and (b) a theoretical framework as a dynamic way of analyzing educational institutions and through which we have identified vertical practices and horizontal practices. This study is an analysis of students' social behavior, understanding it as a dynamic process in which one's actions are the result of the interaction between context and individual behavior, highlighting the agency and transformative power of an individual within a community.</p> Henar Rodríguez Navarro Francisco Javier Gómez Gonzalez Mariano Rubia Avi Jairo Rodríguez Medina Copyright (c) 2022 Henar Rodríguez Navarro, Francisco Javier Gómez Gonzalez, Mariano Rubia Avi, Jairo Rodríguez Medina 2022-06-30 2022-06-30 15 2 e1148 e1148 10.5565/rev/jtl3.1148 Editors’ note: Understanding plurilingual and socialization practices of diverse students for educational transformation and inclusion <p>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.</p> Julia Llompart Esbert Claudia Vallejo Copyright (c) 2022 Julia Llompart Esbert, Claudia Vallejo 2022-06-30 2022-06-30 15 2 1151 1151 10.5565/rev/jtl3.1151