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This article explores the perspectives of immigrant student-parents who pursued post-secondary education at one community college in the Lower Mainland of British Columbia, Canada. Drawing from interviews with 10 women who had immigrated to Canada as adults, this analysis focuses on the experiences and pathways of the immigrant student-mothers into career preparation programs at the college. The accounts of these women illuminate tensions among the multiple identities that they navigated in the process of making a new life in Canada. Key themes I explore from their accounts include narratives of job downgrading and underemployment; the gendered complexity of navigating post-migration employment and child-rearing; and the emotional weight of navigating multiple identities as college students. Ultimately, this analysis highlights the emotional labor undertaken by immigrant mothers in a larger system of inequities in immigration, employment, and education.

New citizens are typically characterized as people who occupy an estuarial position between the global and the local: to simultaneously become authentic to their global provenience and rooted in their new local societies, they are expected to cautiously partake in processes of differentiation as they construct their identities. This article investigates how new citizens negotiate this seemingly untenable position to present themselves as new citizens of Singapore who have negotiated the global/local dichotomy, rendering themselves as legitimate citizens. By adopting a metapragmatic approach, the article focuses on two object-signs that new citizens commonly deploy: familial relations and passports. The analysis traces how the semiotic potential of these object-signs is mediated by accounts of emotions, which are indispensable considerations of how signs realize their semiotic potential. Through situated reflexive practices, new citizens use these object-signs to equivocally and strategically manage supposed markers of difference, which consequently enables them to claim legitimacy as Singaporeans. These identities challenge regimented views about the global and local affordances of the notion of citizenship. This expands the semiotic range of good/new citizenship, which may prove instructive in understanding variegated understandings of citizenship not just in Singapore but also in other contemporary multicultural societies.

The Civic Literacy Project (CLP) was created, by colleagues and me, out of a concern for how future teachers learn to teach in field-based experiences. In this article I describe the CLP curriculum-making experiences of two future teachers, one Somali-American and one white, with a small group of 5th graders who wanted to learn about the Border Wall during the Trump Regime. I examine how the future teachers' conception of teaching and curriculum was crucially informed by listening to and working with their young students. Too often, as teacher educators, we create and sanction field experiences for future teachers that teach compliance to failing systems where children are seen as passive recipients of prepackaged curriculum. CLP was grounded in pedagogies of progressive, critical, and inquiry learning traditions which take children's topics of concern as the basis of curriculum making. I argue for transformative change in teacher education's approach to field experiences for future teachers--including collaboration instead of surveillance and co-inquiry instead of allegiance to scripted curriculum.

Questions surrounding mobility and migration are often connected to matters of language, citizenship, socio-economic status and class that are inherently unequal between developed and less-developed nation states. Scholars of geography and demographics have conceptualized both internal and external/international migration with "push" and "pull" factors as salient reasons for mobility. Traditional causes of external migration and so-called "push factors" include conflict, natural disaster, economic collapse, war, and transformations of socio-political systems as well as more promising employment options and decent incomes as contributing factors to external migration (Gonçalves & Schluter, 2020, p.3). Such "forced moves" affect largely disadvantaged populations that are at risk (i.e. asylum seekers, refugees, victims of human trafficking) (Castles, 2003). For individuals engaging in lifestyle migration and lifestyle mobilities and considered voluntary migration, their life circumstances are extremely different in that they are often equipped with "privileged preconditions" (Mancinelli, 2020, p.419) as "nomads from affluence" (Cohen, 1973) including for the most part, education, specialized skills, high standards of living and favorable visa regimes of their home countries (primarily in the West). These factors facilitate a range of choices in terms of where they travel to (i.e. place), also known as network capital, the kind of work they engage in and the rate of their mobility. Based on years of ethnographic work, in this paper, we investigate the different dimensions and discourses of lifestyle migration and lifestyle mobilities, both of which we argue presents a new trajectory and venue to explore within the field of migration linguistics (Borlongan, 2023). By focusing on two different case studies within Norway, we also draw on the notion of mediational repertoires (Lexander & Androutsopolous, 2021) as part of the communicative ecology in which jobs are found and where communication takes place among different types of migrants and their new permanent or temporary homes.

Concerns from scholars about the exclusion of People of Color in children's literature began in the early 20th century and continues today. The lack of children's literature about People of Color is even more alarming in the contemporary moment, when Children of Color comprise a significant proportion of urban schools throughout the U.S. Only since the 1990's have scholars begun to critically examine the portrayals of People of Color in children's books. More recent research offers frameworks and methodologies for critical analyses of children's books, namely a Critical Content Analysis that offers strategies for the examination of discursive power in literature for youth. This conceptual article theorizes how Critical Race Theory (CRT) in Education can be utilized with a Critical Content Analysis to provide a new framework for the examination of race, class, gender, (and other intersectionalities) in children's books about People of Color--"A Critical Race Content Analysis." We provide guiding principles of a "Critical Race Content Analysis" and analytical questions as tools for researchers and educators interested in conducting their own critical analyses of books about People of Color. Finally, we illustrate how this analysis is conducted with an example of a children's book about immigration. This article makes important contributions to the literature on urban education that call for providing educators with tools to develop "racial literacies".

This paper presents partial results of a broader investigation and focuses on describing a process of reification that took place at the heart of an immigrant community in Sant Mateu (Castelló, Spain), and that crystallised through the construction and management of a mosque. The theoretical framework draws on social learning theories, with a particular focus on situated learning and communities of practice. Regarding the method, the study follows an ethnographic, qualitative approach. We present the fieldwork procedures (participatory observation, interviews and focus groups) and analytical procedures (content analysis) followed in the research. The results recount the process this immigrant community followed to build the mosque, and the meanings for the community of the process followed and its culmination. Finally, the discussion and conclusions characterise this immigrant community as a community of practice where situated learning processes arise.

This practitioner inquiry study investigates learning from the stories of emergent bilingual students as they complete project based learning units. This method of instruction created the space to have one-on-one conversations, listen in culturally responsive ways, and develop asset-based literacy curriculum. I argue that relationships formed through project conversations with diverse students allow classrooms to become spaces where students can share family stories, life experiences, and funds of knowledge. The focal student, Audrey, created the migration story featured in this article. She told the story of her mother's journey to the United States. Recommendations based on Audrey's project include implementing literacy projects focused on students' families and communities and recognising how immigration continuously shapes lives. This study also advocates for a culturally responsive, authentic, and asset-based response to the texts students produce to inform the design of literacy curriculum.

The purpose of this study is to compare the cultural similarities of Lausanne Emigrants who were forced to compulsory migration in accordance with the Treaty of Lausanne from Develi region of Kayseri to Kozani and Ioannina regions of Greece in terms of the "hospitality" value. Conducted during the two separate trips to the region during 2017 and 2019, the study has the characteristics of a descriptive survey model. The study was designed as a qualitative case study, and interview and observation techniques were used. Everyone who participated in the study stated that hospitality is important, and although in the past people used to visit each other frequently, this tradition has been forgotten recently, and the new generation has not paid much attention to it. While the participants stated that those who came from outside the village were regarded as guests of God and were entertained, they also stated that they have not had overnight guests anymore since there are hotels in their villages, but there are still overnight visitations among the relatives. While all of the participants expressed that hospitality is their ancestral tradition and these traditions should be protected, they also stated that the younger generation has not given much attention to these values with the spread of internet and especially social media. Following the footsteps of this study results, wedding and marriage rituals and traditions, funeral traditions and food culture of the emigrants can be examined in future studies.

This paper examines how the children of African immigrants construct their identity in the United States. The U.S. immigration policies allowing citizens of foreign countries to migrate into the country, have favored the immigration of many Africans into the country. Many of those immigrants experience challenges ranging from language and economic issues to social and cultural integration. The challenges are more accrued for the children who have to juggle between their cultural backgrounds reinforced at home and the values available in their new cultural and social environment. While there is a large body of literature dealing with issues of identity faced by immigrant children in general and English language learners in particular, the case of African children has remained unexplored. Because of the linguistic diversity in African countries, most of the children spoke at least one language other than English before immigration, they do not always have the space to practice it as their languages and cultures are marginalized both at school and in the society. In this paper, I investigate the following questions: To what extent are African children familiar with their social and cultural backgrounds? How do children identify themselves? What are the factors that impact on the children's identity? To which extent do parents influence their children's identification of the self?

In this research, it is discussed how migration and immigrant issues were examined in a comparative way in textbooks in Turkey and the United States. For this purpose, Life Studies and Social Studies textbooks of both countries were determined and of how migration and immigrants in terms were handled comparatively in these books. This research is a descriptive study. Document analysis technique was used for data collection. Both countries are trying to present the concepts of migration and immigrant under the student acquisition and competence related to cultural differences in curriculum. Overall, is the knowledge is given of what kind of migration and immigrant in Turkey's textbooks at the same time it is seen that contact with immigrants and tried to give the idea of integrating them into society to help them streamline their behalf. In the US textbooks, it is seen that the concepts of migration and immigrant are given meaning and the difficulties faced by immigrants are emphasized. More emphasis on immigrants is that they can achieve significant success as a US citizen and maintain their culture comfortably.

This qualitative study on the Finnish basic education curriculum (2016) had two goals. First, to survey the origins of first two new curriculum competences: 1) thinking and learning to learn, and, 2) cultural competences. Second, to analyse the local curricular implementation and comprehension in a rapid socio-cultural change. To reveal the possible data trends, two research questions were addressed: 1. What was the background of first two 2016 transversal core competencies? 2. How were those competencies implemented into a local curriculum 2016-19? The Data included basic education curricula (1985-2016), and a local curriculum. Relevant legislation, official information (e.g. PISA), parental feedback, and a questionnaire to an anonymous implementing principal comprised the curricular data. The Data triangulation was completed with a wide range of educational, cultural and ideological research. Regarding ethics, the individual sources and educational provider remained anonymous. Findings were surprising. "Modern" thinking and learning skills were created in early 20th century American society by Deweyan comprehension. However, an immigration had changed the long-lasting interpretation on the origins of Finnish culture. Moreover, local curriculum implementation was more successfully comprehended and supported. Conclusions were obvious: more identifiable research and teachers' training were needed for curricular reforms and competences. The socio-cultural comprehension in the era of AI asked for sound arguments.

Translanguaging theory highlights linguistic and semiotic resources as an integrated communicative repertoire for knowledge construction (Li, 2018). Language is learned and used in conjunction with other modalities through processes of resemiotization (Iedema, 2003) or transmediation (Suhor, 1984) where meaning is made and remade across modes. Through this translanguaging lens, dynamic integration of languages with expressive arts helps mobilize embodied resources, whether cognitive, sensory, or affective, for alternate avenues of knowing and awareness, an aspect much neglected in traditional critical literacy approaches focusing heavily on rational ideological critique (Janks, 2002). A trans-systemic approach also facilities second language learners' full agentive participation as their multilingual and multisensory resources are valorized for complex learning often considered beyond their abilities. This article describes a university-school participatory action research study in a Quebec elementary classroom, where the English Language Arts and French Second Language teachers, through coordinated translanguaging pedagogy (Gort & Sembiante, 2015), facilitated critical bilingual learning while providing respective language models. The children were engaged in a yearlong inquiry into the issue of refugees, through discussing stories of migration and interviewing with refugee background students in both languages while engaging in visual arts for deepened understanding and embodied reflections. Students responded positively to the coordinated bilingual engagements and multisensory approaches to critical literacy, which afforded an aesthetic experience that fostered reflexivity and civic empathy (Mirra, 2018). The study points to the affordances of translanguaging in critical education, underscoring how embodied multilingual engagements allow students to be "affected" and to "affect" (Ahmed, 2010) others.

Although host countries generally integrate refugees into public education, wide-spread and comprehensive understanding of teaching and learning with children and youth who have experienced forced displacement and migration remains an unmet goal within most education systems. This article explores the educational needs of these children and youth, exploring teacher perceptions of and approaches to students' language and literacy practices. Sharing insights from case study research conducted in one Canadian school, the article discusses how educators at the school drew upon and engaged students' linguistic resources as key to student learning, relationships and engagement, catalyzing new configurations of language in education. Analyzing these processes through a translanguaging theory of language, the article discusses how teachers and students engaged "translanguaging instinct" and created "translanguaging spaces" (Li, 2018) in their classrooms to support teaching and learning. Finally, the article proposes a three-dimensional matrix for teachers to use in reflecting on language teaching and learning, comprising axes of (1) teacher- and student-initiated translanguaging; (2) planned and spontaneous engagements with translanguaging; and (3) translanguaging as either a scaffold or a resource for learning. Illustrated with examples from practice and elaborated with teacher reflections, the article describes why such approaches are of critical importance in response to circumstances of forced migration and resettlement of vulnerable populations. Findings arising from this work further support and respond to the call for nuanced understanding of how translanguaging practice and pedagogy materialize within situated educational contexts.

There is limited research on the variance in teachers' beliefs on social issues such as immigration, particularly related to the grade level they teach. This research is centered on a nationwide sample of K-12 teachers (N=5190) with an examination of their views on immigration and educational rights for immigrant students, particularly those students who are undocumented. Additionally, there is an analysis of the awareness of false immigration narratives. A series of ANOVA analyses indicates that teachers from the secondary level have the most inclusive views followed by middle grades and elementary teachers. Secondary teachers were also more likely to be aware of false immigration narratives. Consideration is given to the possible reasons for these disparities based on grade level as well as the implications for teachers and teacher educators, particularly because of the need for teachers with an inclusive positionality towards the immigrant population and a critical approach towards structural barriers these students face within the school system.

The result of continuous advancements in technology is a constant questioning of proper methods for the academic teaching of foreign languages in k-12 and higher education. Using Culturally Relevant Andragogy (Parker, 2019) as a framework, this study sought to understand students' attitudes toward project-based learning in an intermediate Spanish as a second language course. After experiencing such a curriculum, students were surveyed. Results of the survey indicated that students generally liked project-based learning but felt that there were certain drawbacks with its implementation and measuring of their success.

Israel is a multi-cultural migration country and its education system face the challenges of equality and inclusion. This is comparative qualitative research based on a model that evaluates the development of intercultural competence. The purpose of the study is to examine the perceptions and attitudes of inter-cultural competence development in two groups of students, in which only one of them was involved in extra-curricular learning. The findings show differences between the two groups. Group A, had gained new knowledge in broader cultural contexts and had a deeper insight on creating a pluralistic professional identity, cultural-emotional commitment and strengthens the relationship between teaching and culture than the Group B. Moreover, the students in group A were more practical and dynamic and created a link between the content of the lesson and the children's origin culture. They allow discussion of controversial issues and encourage the children to share personal stories.

This oral history describes the memories of a young German girl growing up during the Nazi Era and the end of World War II in a village in the Bavarian Alps of southern Germany. The narrative is based on her lived experiences and stories shared by her father about the horrors of the Nazi regime. Her memories include shrieking bells and imminent bombing attacks, boy soldiers inducted in the "Wehrmacht," the sabotage activities of her dissident father, and the despair of villagers when death notices came for sons and husbands killed at the front. She also describes the white-flag welcome her father and grandfather gave troops from General Patton's Third U.S. Army 10th Armored Division when they arrived at the edge of their village, and her experiences meeting White and Black soldiers who threw fruit and candy to the village children from their tanks. Concluding with her immigration to the United States at the age of 22 and her discovery of profound racism and discrimination against African Americans, this oral history gives teachers and teacher educators a rich, personal resource to use as an adjunct or alternative to textbook readings about a devastating time in Germany history.

In the midst of the COVID-19 pandemic, which affected almost every corner of the globe, nations largely closed their borders and restricted or completely halted immigration. This stance, while understandable, raises questions about how ideas of inclusivity and immigrant rights can be maintained in the midst of chaos and insecurity. This article based in the framework of critical border and migration studies provides an overview of the evolution of immigration policies during the crisis and examines how social studies teachers can problematize assumptions of restrictive immigration policies during times of uncertainty and connect the current situation with past times of crisis. Though this is relevant to teachers from all countries, there is a particular focus on the United States context. Central to the argument is that the ideals of a more open and inclusive immigration system must be maintained even during times of fear and panic. This work builds upon pedagogical scholarship on immigration in the social studies classroom while applying these ideas to the problematic and unique circumstances of immigration during a pandemic.

With the current rise of xenophobia, particularly in the United States, critical border and migration theories need to be introduced in the classroom. Critical border and migration theories refer to a range of theories, that often go by differing names, which seek to problematize the modern nationalistic perspectives on borders and migration that center largely on the desire of the nation-state instead of the rights of migrants (Carens, 1987; Juss, 2004; Author 1, 2018a). It is also strongly correlated with the concept of open borders. This article provides a broad understanding of these critical theories from a philosophical, ethical, and economic perspective and the rationale for why these more abstract and universal ideas of migration and borders should be introduced in the classroom despite the controversy they can generate. This focus is of particular importance in an era where the rights of migrants are often limited or disregarded completely.

Britain's asylum system fails the most vulnerable; it cannot ensure that people who are least able to protect themselves are provided with the legal assistance that they require to cope with the challenges with which they are inevitably faced. Against this background, the charity Refugee Action developed the Frontline Immigration Advice Programme (FIAP), a technology-supported capacity strengthening programme that aims to increase access to justice for those going through the asylum system in the UK. This paper is concerned with the design and implementation of the FIAP as a free digitally enabled programme that provides learning opportunities for organisations and frontline workers in the refugee sector and supports them in developing new forms of legal practice. It provides empirical data from interviews with members of staff from six participating organisations in the FIAP, and from Refugee Action and the Office of the UK's Immigration Services Commissioner (n = 21). The paper adopts a view on social justice, which according to Fraser (2005) is understood as 'parity of participation'. We draw on Fraser's work, as well as work of other scholars such as Lambert (2018) and Hodgkinson-Williams and Trotter (2018) to explore the relationship between social justice and open education by taking into consideration the context within which organisations and professionals operate. The analysis highlights six dimensions for social justice approaches for professional learning as demonstrated through the case of the FIAP: i. deliberate iterative design; ii. access to provision; iii. flexibility of provision; iv. development of resources; v. support and vi. advancing knowledge and skills whilst adapting the workplace. All these dimensions are discussed in the paper in relation to the concept of openness and are critical in developing open socially just programmes that aim to change work practice and address the needs of the most vulnerable.

In 2014, Canada issued its first International Education Strategy, articulating targets for international enrollment and its economic benefits, but lacking international student retention goals. Universities and colleges used to be places where students could get immigration advice, but past Bill C-35 only Regulated Canadian Immigration Consultants can provide such advice. There is no requirement for institutions to hire these consultants. I investigate the geographic stretch of the education domain's engagement with retention, through an examination of immigration advising support provision across Canada's campuses. This provision is highly uneven, with a moderate association with school size, reflecting the voluntary nature of such engagement. A defined international student retention strategy could possibly change the current state of immigration governance through the education domain.

Drawing on data generated following the 2016 United States presidential election, in this article the author considers how a classroom makerspace made Black girls' literacies visible in new ways. During a six-week integrated humanities unit in a third-grade public school classroom in the Midwestern U.S., four Black girls used making to create a space for themselves to collaboratively make sense of contemporary (im)migration issues. In the findings, the author provides two analytic snapshots to illustrate how the girls' making exemplified the six components of the Black Girls' Literacies Framework--an asset-oriented framing that highlights how Black girls' literacies are (1) multiple, (2) connected to identities that are (3) historical, (4) collaborative, (5) intellectual, and (6) political/critical (Muhammad & Haddix, 2016). In closing, the author offers provocations for educational researchers and practitioners to consider, as they facilitate school-based opportunities for Black girls' literacies to be made visible through making.

The goal of this project was to reduce parent-child conflict and promote intergenerational harmony among Central American families who had experienced long-term parent-child separations in the immigration process. Through combining intensive case study of six families with experimental design, we show how a series of four workshops for immigrant parents and their recently immigrated adolescent children could reduce parent-child conflict and emotional distance by scaffolding intergenerational communication. Families were randomly assigned to one of three groups: (1) both parents and adolescent children attended workshops (full experimental group); (2) only adolescent children attended workshops (partial experimental group); and (3) no-treatment control group. The full experimental group achieved the greatest changes in communication patterns: In the posttest, parents and children in this group were more able to express negative aspects of separation and reunion; they also showed more understanding of each other's perspective.

Humans have had to immigrate from one country to another throughout the history because of economic problems, warfare, safety, etc. Warfare and migration definitely bring about traumatic incidents for all humanity. However, they are much more destructive for children. The current study aims to review the warfare-and-migration-themed drawings of the Syrian and Palestinian children living in Turkey as refugees in comparison to the Turkish children's drawings. A case study design was employed as a qualitative methodology. 19 Syrian, 6 Palestinian and 25 Turkish children aged between 6-10 years studying in various primary schools in City of Istanbul made up the study sample. Children were asked to draw pictures of warfare and migration, observed and interviewed for data collection. Content analysis was used to determine the themes present in the qualitative data. The themes identified in the drawings were discussed referring to the literature and recommendations were made.

Information technology is a tool, and its effects on global citizenship education (GCED) depend on who uses the technology, how it is employed, and for what purpose. In theory, technology use "could" provide significant benefits toward achievement of GCED goals. Globalization has demanded an educational response -- to prepare the young for productive engagement with the emerging global community. Technology "could" play a positive role in effective GCED. But globalization has come at a cost; it has produced winners and losers. Among the losers are those economically displaced as manufacturing jobs move elsewhere; they are resentful of foreigner and fearful of an uncertain future. For them, global citizenship is anathema. They are susceptible to manipulation by malign forces eager to exploit any perceived rifts in the postwar world order. For them, technology is a weapon, as easily aimed at the aspirations of GCED as another apparent enemy. Identifying how technology can be employed positively in GCED is important, but not enough. Young people must also understand the conflict between globalization and alt-right nationalist populism, much of it carried out in the cyber-arena of the Internet and social media. New technologies have armed adversaries with tools to manipulate opinion and foment disorder, undermining global citizenship education and Western democracies in general. Young people should be able to recognize the gladiatorial combat between globalization and nationalist populism --between democracy and authoritarianism -- in the cyber-arena. This article explores how technology is a double-edged sword -- a tool for good and a tool for mischief. It draws from current research and news reporting on methods and effects of online manipulation. The article concludes by describing international efforts to defend against social media assaults on democracy and by identifying the new knowledge and skills citizens must acquire for positive civic engagement in the global cyber-arena.

Increasing numbers of children in Texas communities and across the U.S. are immigrants. One way to support students in exploring the history and contemporary topic of immigration through literacy is with inquiry, a teaching method that centers around students' questions, incorporates informational and narrative texts, and creates opportunities for discussion, writing, and advocacy. In this classroom innovations article, a teacher's enactment of inquiry-based units on immigration in her first-grade classrooms is described. This article outlines planning strategies for inquiry and highlights ways to address curricular goals and objectives while still centering on students' perspectives. Tips are provided for connecting inquiry units to social and emotional learning goals as well as state standards and learning targets. This article shows how, through innovative teaching, even the youngest students can be engaged in meaningful literacy learning and the discussion of important social issues, such as immigration.

This qualitative study utilizes seventeen F-1 international students' experiences in the U.S. Specifically, we examine the aspects of immigration regulations and policies regarding F-1 international students and the students' reactions to those policies--from becoming a legal alien, to maintaining lawful status, to job planning after graduation. This research suggests the current United States administration has created a moral panic over immigration, or the threat of immigration. As a result, this political rhetoric creates negative emotions for F-1 international students and impacts their decision-making after graduation.

The goal of this research is to take a close look at the issue of immigration and education; views of 19 Turkish teachers who give education to Syrian refugee children in Turkey are analyzed for this purpose. It is attempted to determine the current problems in refugee education in Turkey and present solution suggestions. It is determined that the Turkish teachers didn't receive any kind of proper training during university education and they received a two-week training before starting the education process. On the other hand, it is observed that gender is a significant determiner in the relations between Turkish and Syrian teachers in the education environment. According to the data, most of the students have violent behavioral disorders (ex. Bullying) and psychological problems; it is determined that it is highly important to support the emotional needs of students, especially the ones who witnessed violence acts back in Syria.

Historically and contemporarily, immigration laws have disproportionately affected immigrant faculty and students of color because such laws often inadvertently function as racial policy. (Critical) legal literacy enacted via a bottom-up approach can help to address such laws. In this paper, we argue that higher education institutions are uniquely positioned to use critical legal literacy as a tool of advocacy for immigrant faculty and students of color amidst the adverse effects of COVID-19.

Language assessment for citizenship is a ubiquitous enforced and enacted policy in several developed countries (e.g., Canada, the United States, the United Kingdom, Australia, and the Netherlands, to name a few). In this regard, language testers have expressly argued that this practice enacts injustice for and adds hurdles to marginalized immigrant groups (McNamara & Shohamy, 2009; Shohamy, 2009). Nevertheless, language proficiency tests remain a critical, high-stakes criterion in evaluating immigrants' permanent residence and naturalization applications. To this end, language tests used for immigration and citizenship purposes are often aligned with widely recognized language frameworks such as the Canadian Language Benchmarks (Chen & Flasko, 2020) and the Common European Framework of Reference (Lim, Geranpayeh, Khalifa, & Buckendahl, 2013). In turn, these alignment studies idealize, in subtle ways, new Canadians with language proficiency requirements that would make them worthy of permanent residence or citizenship. Knowledge of society tests plays an essential role in immigrants' journey to citizenship and can also be considered tests of reading proficiency. This study focuses on the enacted Canadian language policy for prospective immigrants and citizens, adopting a corpus-assisted discourse analytic approach (Taylor & Marchi, 2018) to the study guide for the Canadian citizenship test ("Discover Canada: The rights and responsibilities of citizenship"). A primary focus is examining how official and nonofficial languages are represented within this document. The findings highlight some of the problematic assumptions that underpin the use of monolingual constructs in tests encountered in the journey to permanent residence and Canadian citizenship.

International Student Mobility (ISM) is progressively becoming a significant aspect of the higher education scenario. The universal higher education milieu has undergone a tremendous change due to ISM as the number of students going abroad for higher education is growing incessantly with every passing year. Pakistan is a developing country that has experienced increasing ISM in the last forty years. Despite all academic and professional opportunities available to students, they desire to go abroad for higher education and settle down there, causing brain drain in the country. This research study attempts to identify the determinants of international student mobility from the perspective of either students, who are in the process of enrolling in international universities or those who are aspiring to go abroad for higher studies. This study used qualitative research approach based on interpretivism paradigm. A total of 14 students from different public and private sector universities participated, out of which nine were male and five were female with ages between 18 and 24 years approximately. Thematic analysis was used to analyze the subjective data. The findings brought to light key academic, professional and social motivations of individuals for studying abroad. These findings can act as a guideline for higher education institutions and national policy makers to draft policies and strategies that might enable reversal of the vicious phenomena of brain drain.

School-based extracurricular settings could promote dialogue on sociopolitical crises. We considered immigration discussions within gender-sexuality alliances (GSAs), which address multiple systems of oppression. Among 361 youth and 58 advisors in 38 GSAs (19 in 2016-2017/Year 1; 19 in 2017-2018/Year 2), youth in Year 1 reported increased discussions from baseline throughout the remaining school year; differences were nonsignificant in Year 2. In both years, youth reporting greater self-efficacy to promote social justice, and GSAs with advisors reporting greater self-efficacy to address culture, race, and immigration discussed immigration more over the year (adjusting for baseline). In interviews, 38 youth described circumstances promoting or inhibiting discussions: demographic representation, open climates, critical reflection, fear or consequences of misspeaking, discomfort, agenda restrictions, and advisor roles.

The emigration of skilled and able workers from Russia markedly increased in the last five years, prompting Russian scholars to reassess the phenomenon of brain drain, its definition, scope, consequences and causes. This article finds that the perceived connection between increasing 'brain drain' from Russia and the internationalization of higher education in Russia has played an important role in recent debates. From an analysis of Russian scholarly articles and transcripts of interviews with Russian educators directly involved in internationalization, this study finds that despite the evident concern amongst the Russian academic community about the nexus between internationalization and brain drain, emigration is still seen as a perfect choice for an individual who is skilled and able. This ambivalent attitude towards 'brain drain' has created a situation where some Russian academics use it to justify their resistance to internationalization assuming a causal relationship between the two, while others, by word and deed, support internationalization as a means of curbing emigration. In the context of controversial educational reforms underway in Russia since the 1990s, such perceptions have helped internationalization survive.

In several countries where immigration influxes have changed or increased, citizenship education policies have been strengthened as a way to build social cohesion. In this paper, I took the case of Chile to explore citizenship education policies throughout their references towards immigration. Methodologically, I use the Foucauldian notion of dispositive as an analytical tool to explore the knowledge-power network that shapes citizenship education. I took samples of public opinions, educational documents and reports, and legal documents as part of the heterogeneity that shape the dispositive. These samples come from Chilean magazines, newspapers, and documents released by educational institutions as well as laws. Findings indicate that, if viewed from how it references immigration, the dispositive of citizen education in Chile works as a managerial dispositive of cultural differences; one that places immigrants themselves as commodities. In current neoliberal times, where capitalism multiplies differences and produces cultural commodities, citizenship education works as a technique of governing at a distance to administrate such differences.

More than two decades since the first study to document the shortage of Asian American and Pacific Islander (AAPI) teachers, this paper examines recent trends and factors related to AAPI teacher career choice using the American Community Survey 2013-2017. The results show a continued underrepresentation of AAPI teachers relative to AAPI students at the local and national levels, a pattern similar to Black and Hispanic teachers and students. AAPIs born in the United States with reported higher levels of English proficiency are also more likely to become teachers than AAPIs not born in the United States or those with reported lower levels of English proficiency. The study has implications for attracting and supporting AAPIs from immigrant and linguistically diverse backgrounds into K-12 teaching.

Latina/o/x students aspire to earn a college degree but given that they likely attend urban high schools with inadequate educational opportunities and high-discipline environments, more research is needed to examine the influence of institutional racism on aspirations. This case study was guided by the frameworks of New Juan Crow in Education and racial microaggressions. Using ethnographic data from observations, semi-structured interviews with educators, and oral history interviews with Latina/o/x students, this study examined the experiences of student participants with institutional microaggressions and the influence on college-going aspirations. Implications address the cumulative effects of microaggressions and inform asset-based research, policies, and practices.

This study takes a mixed-methods approach to explore the influence of emotion-laden (positive vs. negative vs. neutral) texts and words on vocabulary learning for Spanish heritage and foreign language learners. Participants (N = 121) were tasked with learning emotion-laden pseudowords embedded in three emotion-laden texts centered around themes of bilingualism, immigration, and identity. Form recognition, translation, and multiple-choice tests were designed to measure vocabulary recall and retention. Results from a mixed-effects modeling analysis showed that the neutral and negative emotion-laden texts predicted better vocabulary learning outcomes than the positive text for both HLLs and FLLs and that neutral words were learned best by all learners. Qualitative findings from open-ended questionnaires suggest emotional arousal as another influential affective factor in vocabulary learning for learners of diverse sociolinguistic backgrounds. Directions for future emotions research in SLA and pedagogical implications of socially relevant, emotion-laden material for vocabulary learning are discussed.