ABSTRACT
How can teachers enact ways of teaching and learning in the twenty-first century that support social justice and political participation of students around the globe? The answer to this question has much to do with the topic of this chapter, for unless teachers’ pedagogies include the language practices of students, and unless all students are taught in ways that support and develop their diverse language practices, there cannot be any meaningful participation in education, and thus, in society. Multilingual pedagogies are thus at the center of all education that meaningfully includes learners; that is, education that is not simply done to students, but in which students do and participate.
