PANEL ORGAN - KIIT University

esearchers in documenting their plurilingual and pluricultural experiences. Arts-informed
research practices further support CLD children in expressing their perspectives without
being limited to language. (Molinie, 2009; Auger, 2010) Inspired by Lahire’s notion of the
‘Plural Actor’ (2011), this paper examines how students conceptualize their plural
identities in relation to in/exclusive policies enacted in English and French classrooms.
Ultimately, this study seeks to support inclusive and equitable pedagogy through which
students are encouraged to draw on their plurilingual and pluricultural repertoires as
resources for their learning communities.
FARMER, Diane, Associate Professor, OISE of the University of Toronto, Canada, E-mail:
Students Making Sense of Their Diverse Pathways of Mobility in Contexts of High
International and Transnational Movements: A Canadian Case Study
This study was conducted with children and youth in Canadian schools characterized by
highly diversified and mobile student populations. The research seeks to better
understand how students make sense of their experience of geographic (including virtual)
and linguistic mobility (Thamin, 2007). It also considers how mobility is being increasingly
mobilized by students and their families as a new form of capital (Kaufmann, 2001). This
paper highlights students’ representations of a ‘global world’ and their location and
aspirations as they co-construct in interaction with peers and teachers the multiple
meanings associated with mobility. The methodological framework uses a multi-site and
intra-site approach (Miles &Hubermann, 2003) and combines reflexive drawing and
photography as biographical techniques (Molinié, 2009; Leavy, 2009; Castellotti& Moore,
2009; Busch et al. 2006; Busch, 2010). Data was gathered in 2010 and 2011 in four classes
were 60 student biographies were developed. The project is funded by SSHRC.
AMIGO, MaríaFlorencia, Department of Sociology, Macquarie University, Australia, E-mail:
Is it all About Language The English as a Second Language (ESL) Program in Australian
Public Schools
Thirty five per cent of Australian children live in migrant families, of whom a third (about
400,000) were born overseas. These figures are considerable for institutions such as
schools that see their migrant student population increase year after year. It is in schools
that migrant children come into regular contact with the receiving culture, where the
process of cultural immersion develops through children’s participation in the ordinary
Australian school system, but is deliberately aided by a systematic English language
program known as ESL (English as a Second Language). This paper will delve into the ESL
program and discuss the implications for the children and teachers involved. As we will
discuss, although the ESL program is designed to focus mainly on the language deficiency
of migrant students, in reality it ends up becoming the space where, besides language
learning, both teachers and children are confronted with a whole array of acculturation
issues.
NATH, Nibedita, Faculty, Kalinga Institute of Social Science (KISS), KIIT, Bhubaneswar,
Odisha. E-mail:
Experiences and Voices of School Children Living in Slum