Plurilingualism and language and literacy education

Abstract In this paper, we discuss the place of plurilingualism in Language and Literacy Education. The article problematises English-only, monolingual-centric assumptions upon which much Australia’s current literacy education policy discourse has been based, to instead advance pluriliteracies as an alternate, more generative lens through view learners, learning, capabilities. paper begins with tensions inherent how “imagines” learners Australian schools, problem imposing notions when multilingualism is increasingly norm than exception many mainstream classrooms. We consider a pluriliteracy perspective on offers appropriate approach addressing learners’ developmental needs, particular attention students’ identity agency. Finally, effective implementation plurilingual approaches language focus intersection ideology, practice, policy.