Editorial 3(1): Behind the Scenes at J-BILD

ALISON CRUMP, Marianopolis College and McGill University


MELA SARKAR, McGill University

The publication of this issue marks J-BILD’s third year in press and our fourth issue. Over the last several years we have been working out how to run a journal. What is our vision for the journal? Where do we fit within the landscape of scholarly publishing? Is it where we want to fit? How do we create our own space while staying true to the values and ideals of scholarship as “making knowledge together” (Paré, 2016)? What kind of work do editors, authors, peer mentors, copy-editors, and readers have to do together to make that space?

We have touched on these questions in previous editorials; in Volume 1(1), we focused on J-BILD’s guiding principles as an open-source, collaborative peer-mentoring journal, inclusive of all stages of the publication cycle. In Volume 2(1), we went further in describing our approach to open scholarship and collaborative peer review. In Volume 2(2), we made a case for publishing as an act of hope and defiance against intolerance. It is evident from our past editorials, as well as our published articles, that J-BILD is a journal that invites members of the scholarly community to revisit assumptions, both about the field of inquiry and about the nature of scholarly publishing. 

J-BILD represents a new model of academic publishing, in contrast to the traditional publishing house of yore. Picture academics (white men, mostly), hunched over oak desks, clouds of cigar smoke hanging in the air, the clink of ice cubes in a freshly poured tumbler of whisky. There are piles of papers precariously balanced everywhere. Young women rush back and forth with proofs needing editorial approval (by men— “Miss, take this and type it up for 4pm, would you?”) And the sound of the typewriter. Click clack. Click clack. Click. Ding! Busy women, averaging 90 words per minute. 

Professional women in 2019 are no less busy than their foremothers. But it’s a different kind of busy. The accident of history that has meant that J-BILD’s editorial team is made up of women has had the effect of making us reflect on ways in which academia may be changing. Women are no longer relegated to minor secretarial or other essentially menial functions in the world of intellectual work. Mothers who are professionals and scholars are no longer swimming against the current. 

For the three of us, our development in these domains—the personal, professional, and academic–has happened concurrently. Our graduate work coincided with the birth of our children, and so our scholarly work has always been interwoven with the dailiness of our lives. Ding! Another email comes in. Waah! The baby’s woken up. Reach for the (baby) bottle. We have perfected the art of nursing whilst editing articles, annotating bibliographies, and debunking outmoded theories. Since launching J-BILD in 2017, our senior editorial team has welcomed two babies and a fifth grandbaby, two career changes, one cross-country move, a wedding, and more. Rather than seek to keep these parts of our identities separate and siloed, we draw strength and inspiration from our family lives for our professional and scholarly work, and vice versa. There have been many J-BILD meetings that have taken place over Skype while one of us breastfeeds an infant or plays with a toddler or knits something special for a cherished grandchild. We fit in emails to our authors during lunch breaks at our day jobs, write editorials while babies nap, and review manuscripts while the dishwasher runs in the background after bedtime. 

If scholarship is making knowledge together, then the kind of knowledge we create together depends on the kinds of relationships we bring to and create through our scholarly work. J-BILD is built on a supportive, community-based model where members are not excluded from publishing based on certain norms of merit (title, academic experience, research output, etc.). J-BILD authors actively take part in a collaborative review process with a peer mentor—the process is transparent and includes authors in every phase of the publication process. The relationships that are built throughout this process are no less important than the product, i.e., the journal issue. We are encouraged that this model seems to be resonating with our authors and mentors. As one of our authors wrote to us recently: “[My peer mentor] has been an amazing support throughout this process. I keep telling my fellow graduate students that it is possible to have a positive review experience and am encouraging them to look into J-BILD! I sincerely hope this collaborative approach can be taken up by other journals, as it has been so helpful to me as a junior scholar.” 

This issue is perhaps the most representative of our lives behind the scenes of J-BILD. In January 2019, we received 11 submissions for this current issue. With our hands full of babies and older children, juggling mothering and careers and families, we found ourselves rushing to keep up with our own self-imposed tight timelines for the journal (i.e., moving from submission to publication in less than half a year). And by acting in haste, we found we were losing the sense of connection, the relationships with our authors, with our peer mentors, and even with each other. To foster the community-building that is at the heart of J-BILD, we needed to allow more time to mull, to ponder, to read, to write, to reflect, and to connect. In our opening paragraph above, we asked, how do we create our own space while staying true to the values and ideals of scholarship as “making knowledge together” (Paré, 2016)? The answer is: by slowing down and managing expectations—our own and others’. 

We have a number of manuscripts in process and look forward to publishing them in due time. For this issue, we are very pleased to present two articles that we judged were valuable contributions to perspectives on diversity in education in contemporary Canadian contexts. Each is from a different stage of the research cycle, namely, a critical literature review and a research study. 

Isabelle Côté is the author of “Regard croisé sur l’intégration des perspectives autochtones dans les recherches menées en français au Canada”, a critical literature review of research related to the integration of Indigenous perspectives into teacher education and K-12 programs in British Columbia. Through her discussion and interpretation of Canadian-based research, Côté reveals a number of challenges and successes found in integrating the perspectives of Indigenous people. 

“‘How am I supposed to teach them French when they can’t even speak English?’: Unpacking the myth of English proficiency as a prerequisite for French immersion” is a recent research study by Stephen Davis. In this article, Davis explores the beliefs of French immersion teachers about Allophones in French immersion in Saskatoon. He frames his study within the sociolinguistic landscape of Canada and Saskatchewan, highlighting the problematic nature of the Anglophone-Francophone binary within conversations around language and education, which essentially exclude citizens who speak a first language other than French or English. Davis presents and interprets the data generated through questionnaires and semi-structured interviews with French immersion teachers to reveal how French immersion teachers perceive the suitability of French immersion for Allophone students in Saskatoon, as well as how these teachers perceive English proficiency as a determinant of success. Davis concludes with practical recommendations for school boards and a call for further research about Allophone learners in French immersion programs. 


Paré, A. (2016, April 17). Making knowledge together: Voice, identity, agency, and communal effort [Blog post]. Retrieved from http://bild-lida.ca/blog/uncategorized/making-knowledge-together-voice-identity-agency-and-communal-effort-by-dr-anthony-pare

Editorial 2(2): BILDing Optimism in Uncertain Times

Volume 2(2): 2018

ALISON CRUMP (Senior Managing Editor), Marianopolis College

LAUREN HALCOMB-SMITH (Managing Editor), Royal Roads University

MELA SARKAR (Senior Advisory), McGill University


This issue, our third since we launched the journal, marks an important milestone: J-BILD has now had a first birthday. Even the longest-running and most highly-respected journals had once to make it past their first year. In Canada, applied linguists can reflect with pride on the continuing success of the Canadian Modern Language Review / Revue Canadienne des langues vivantes, which will celebrate its 75th year in 2019. The CMLR/RCLV began as a modest publication of the Ontario Modern Language Teachers’ Association in 1944, a year in which the fields of applied linguistics and sociolinguistics had yet to be mapped out; a year in which the fields most in the minds of our forebears were the battlefields of Europe and East Asia. In a similar vein, many readers will know that the Modern Language Journal, another top-ranked periodical for those of us interested in language learning/use, passed its centenary in 2016. We need not remind readers of the conflagration that was raging in 1916.

Launching a new scholarly journal several years into a terrible international conflict, the end or outcome of which could not with any certainty be foreseen, must have seemed dangerously optimistic to the point of foolhardiness in 1916 or 1944. Yet a few courageous scholars dared to do it. Now, as J-BILD moves into its second year, climate change is probably the gravest looming threat to the continued happiness and safety of not only our own species, but of all our co-inhabitants of the planet whether animal or vegetable. Right-wing governments dedicated, among other things, to the denial of this huge potential for global disaster are coming into power in one place after another.

Americans are emerging from midterm elections in the Trump presidency, an era in North American and global politics that, if we and the planet get past it, will be remembered as significant. A majority of Brazil’s 200-million-plus people recently made an extreme rightist their president. And in Quebec, where J-BILD got its start a year ago, a right-of-centre and relative newcomer to politics swept a new political party to power a few weeks ago. One of the planks in the new party’s platform was a promise to reduce immigration. A deep fear of the “Other” seems to be one of the main drivers of mainstream politics across national boundaries, and at the same time, more and more people are being forced to flee their homelands and cross those boundaries in search of a safe haven.

So, while the team of determined volunteers who launched J-BILD a year ago are blessedly spared the tribulations experienced by citizens of warring nations, we still, with our readers, confront serious challenges to our collective well-being. Not the least of them is the current backlash against diversity (the “D” of BILD), as insidious and in its own way as dangerous as the climate changes that are sweeping the world. A new journal that builds on the bedrock of diversity as an inherent value is, we think, worth supporting and persevering with as never before. Even supposedly innocuous Canadian pro-multiculturalist preaching, though on the surface opposed to the right-wing ideal of a safe homogeneity, conceals an inner denial of the everyday reality of diversity. At the federal level, people who identify as members of communities other than White Anglophone or White Francophone are lumped into cultural groups whose languages are not recognized, yet who are celebrated for the “diversity” they bring to the Canadian cultural mosaic—an intolerance-masking language of which scholars like Sara Ahmed (2007) are heavily critical. This kind of discourse locates diversity in the bodies of Others and insulates the invisible majority against any real engagement with difference. In her critique of institutional policies on diversity and equity, Ahmed argued, “you end up doing the document rather than doing the doing” needed for meaningful change.

Language, the “L” of BILD, is no less important; like critical sociolinguist Monica Heller (2007), we see language/s as socially distributed through historical, political, and economic processes that inform what resources are assigned what value, by whom, and with what consequences. The value thus assigned goes far beyond the purely linguistic. In our era, language is one of the most ubiquitous scapegoats for ancient enmities that have more to do with scarce resources among feuding families than with speech. Language is rooted in, while also helping to define, identity, the “I” of BILD. As Norton (2000) has pointed out, identity references the desire for recognition, affiliation, and security—all of them necessary for physical and psychological well-being. Affiliation, appartenance, belonging—the “B” of BILD—bring us back around to where we began, with the defense of diversity and an insistence upon inclusion. The “Other” is by definition the person who does not belong.

But we are all the Other. We can only belong by virtue of renouncing simplistic notions of belonging. The identity we may thus win through to transcends, while encompassing, the individual. We take our stand with Hugo of St-Victor, the 12th-century monk Edward Said was fond of quoting: “The man who finds his homeland sweet is still a tender beginner; he to whom every soil is as his native one is already strong; but he is perfect to whom the entire world is as a foreign land” (Said, 2000, p. 185). Finding a contemporary idiom for truths that go back to medieval times and forward into an uncertain, but certainly diverse, future—there in a nutshell is one of the main leitmotifs of J-BILD.

In This Issue

We are thrilled to be able to share six research articles, four in English and two in French, which in different, but interrelated ways, examine intersections of the four pillars of J-BILD, and thus contribute important voices to BILDing optimism in these uncertain times.

Marie-Pier Bastien, author of “Pratiques de littératie familiales d’élèves hispanophone,” presents the results of a qualitative study exploring the family language practices of ten students enrolled in French schools in the Outaouais region for whom Spanish is the family language. Beginning with an exploration of the unique sociolinguistic context of the Outaouais region, Bastien presents and discusses the data generated through questionnaires and semi-structured interviews. Her analysis paints a rich picture of the family language practices of her participants and highlights the unique ways in which family language practices manifest among young people in multilingual environments. Bastien concludes with recommendations for supporting such students in their development as multilingual individuals.

Alison Crump’s article, “Thinning the classroom walls: Graduate student perspectives on blogging as pedagogy,” brings to light the views and experiences of graduate students a sociolinguistics and language education course in their use of blogging as a pedagogical tool. Crump presents and discusses data generated through focus groups and surveys to show how the use of blogging supported students in their learning through the cultivation of peer support, collaboration, self-reflection, and authenticity in the experience of writing for a “real” audience. Crump argues that open pedagogies, such a blogging, thin the classroom walls and create opportunities for publicly-engaged and networked scholarship.

Eun-ji Amy Kim, S. J. Adrienna Joyce, Annie Desjardins, and Yuwen Zhang’s article, “Speaking to our minds, hearts, and hands: A cogenerative inquiry on learning through an interdisciplinary land-based course,” reflect on their settler/visitor learning/teaching experiences in a land-based, interdisciplinary Indigenous field course in Kahnawá:ke. Their article takes the form of a metalogue, a method for engaging in dialogues both with theories and self-reflexivity and draws out the diversity of the co-authors’ different learning paths. Common throughout the article, is an emphasis on building relationships based on collaboration; indeed, the authors argue, this is the real work of achieving the calls to action in the Truth and Reconciliation Commission and the Accord on Indigenous Education. Kim and company bring their metalogue to a close with a series of recommendations for universities, instructors, and students for future land-based interdisciplinary courses.

In “Reframing FSL teacher learning: Small stories of (re)professionalization and identity formation,” Mimi Masson presents the results of a case study of two French as a second language (FSL) teachers and the factors that informed their professional identity. Through the analysis and discussion of narrative data, Masson argues that participants’ successful identity-formation was closely linked to their feelings of being validated and supported by their respective communities. Masson concludes with recommendations for addressing FSL teacher attrition and retention.

Sylvie Roy and Julie Byrd-Clark’s article, “Les identités multiples des jeunes Canadiens,” reflects on the importance of examining former and current discourses on linguistic and cultural competencies in considering the future of young people’s multiple identities. The authors draw upon ethnographic and sociolinguistic data that they gathered in Francophone and French immersion schools in the Canadian provinces of Alberta and Ontario. The youth in their studies do not see their identities as fixed but as continuously changing, yet they are deeply concerned with how others see them. The authors emphasize the importance of recognizing the linguistic and cultural repertoires of young people who are living in diverse contexts in order to foster greater inclusion in and belonging to Canadian communities.

In their article, “Supporting reconnecting immigrant families with English Language Learners in rural schools: An exploratory study,” co-authors Gregory Tweedie, Anja Dressler, and Cora-Leah Schmitt focus on how Filipino secondary school immigrant students in Alberta acculturate and develop a sense of belonging when language and content acquisition, social-emotional, and acculturation supports are in place. The authors present and discuss data drawn from interviews with recently reconnected Filipino families as well as written responses from the teachers of the young people in these families. Through their work, the authors conclude that it is particularly important for the young people in families that are reconnecting to have language and content acquisition, social-emotional, and acculturation support for the development of their sense of belonging and identity.

In closing, we at J-BILD hope that these articles will inspire you to reflect upon your own experiences and positions as researchers, learners, educators, fellow beings, and encourage you to continue to thoughtfully and meaningfully engage with yourselves and others.


Ahmed, S. (2007). “You end up doing the document rather than doing the doing”: Diversity, race equality and the politics of documentation. Ethnic and Racial Studies, 30(4), 590–609. doi:10.1080/01419870701356015

Norton, B. (2000). Identity and language learning. New York: Pearson.

Said, E. (2000). Reflections on Exile and other essays. Cambridge, MA: Harvard University Press.

Editorial 2(1): Opening scholarship and rethinking peer review

Volume 2(1): 2018

ALISON CRUMP (Senior Managing Editor), McGill University
LAUREN HALCOMB-SMITH (Managing Editor), Royal Roads University

In his book, The Access Principle, Willinsky (2006) identified the year 2003 as the breakthrough for the open access (OA) movement. Fifteen years after the OA breakthrough, we can see the impact of this movement on high-level policies governing academic publishing and throughout the publishing landscape. For instance, the Canadian Tri-Agency now requires that publicly-funded research be published in open access journals (Government of Canada, 2016). We have also seen the emergence of software to help manage online and open source journals (e.g., OSJ – Open Source Journal) and seen journals transition from print-only to online-only journals. As Eve (2014) argued, however, “there is nothing in the concept of open access that means anything must be done differently except to lower price and permission barriers to research” (p. 137). This is seen, for instance, in Willinsky’s definition of the access principle, that “[a] commitment to the value and quality of research carries with it a responsibility to extend the circulation of such work as far as possible and ideally to all who are interested in it and all who might profit by it” (p. xii). In this editorial, we focus on how we can leverage technology in academic publishing to extend the principle of open access toward a principle of open scholarship. Beyond open access, our view of open scholarship is collaborative and transparent, rather than anonymous and potentially adversarial. Open scholarship, we argue, is changing how we produce and share knowledge. We focus on two aspects of J-BILD—the online platform and the collaborative peer mentoring model—that align with our vision of open scholarship.

When planning to launch the Journal of Belonging, Identity, Language, and Diversity (J-BILD), we explored several options for publishing platforms, the most obvious one being OJS (Open Journal Software). This federally-funded software provides editors, reviewers, and authors with a secure backend for managing submissions and an anonymous peer review process. We did not need this functionality for J-BILD because we do not do anonymous peer review of manuscripts. Instead, we use Google docs to allow authors and members of the editorial team to work collaboratively on developing manuscripts for publication (more on this shortly). Because we didn’t need a system to manage anonymous submissions, J-BILD is self-hosted with WordPress, a platform that gives us aesthetic flexibility as well as something most journals within our field do not offer: the ability to comment on published articles. While we have not seen comments on J-BILD articles yet, we are excited about giving readers the option to connect with authors and provide feedback on what they are reading because doing so allows conversations about research to happen more freely and openly than traditional publishing often allows. These ideas of free and open scholarly conversations tie back to our beginnings as a blog with the Belonging, Identity, Language, and Diversity (BILD) community. It is our view that open scholarship is more than open access. It involves opening lines of communication and inviting public dialogue about published research. It also means making the process of producing published research (that is, through peer review) a personal and collaborative one, rather than one masked in “blind” objectivity.

In founding a journal on the principles of open scholarship, we have taken inspiration from Eve (2014), who reminded us that “shifts in publication practice allow us the space to rethink peer review and other practices and to ask whether there are analogous changes, facilitated either socially or technologically, that could be worth exploring at this time of transition” (p. 137). Like Eve, we challenge the traditional model of peer review as the gold standard in academic publishing and have joined a small, but growing community of scholars who are breaking down the practice of double-blind review (e.g., CJNSE; eLife; Hybrid Pedagogy) and taking away what is sometimes an unconstructive atmosphere. We are also avoiding using the ableist language in the term blind review. We recognize that anonymized peer review “works on a series of unspoken ideological assumptions that are never wholly objective and apolitical” (Eve, 2014, p. 139). By challenging the condition of anonymity in peer review, we have developed a model for J-BILD much like the one Jesse Stommel uses for Hybrid Pedagogy, which focuses on building community through collaborative peer mentoring (Linder, 2018).

We have not, however, shirked the idea that a manuscript should be reviewed by more than one person. Each J-BILD manuscript benefits from the feedback of at least three people: peer mentors do several rounds of feedback with authors, focusing primarily on argument structure and content; copy editors do a second review and a closer edit of grammar, references, and formatting; senior copy editors do a final review and formatting check. Authors are closely involved with the editorial team during each of these feedback cycles, and everyone’s identities are known to one another. This collaborative peer mentoring is done entirely on Google docs, which allows multiple people to access and edit the same document. As managing editors, we are also involved throughout the process. For example, peer mentors or copy editors can flag us in a comment, which sends us an email notification that our attention is needed on a manuscript to resolve a question or issue. Because peer mentors and copy editors have the opportunity to work back and forth with authors, this can improve the quality of their feedback. We have heard from peer mentors that this is a more satisfying experience than doing anonymous reviews, one that encourages a greater sense of investment in the research and the final publication.

Another aspect of the collaborative peer mentoring model that contributes to open scholarship is the quick turnaround time our model allows; we are often able to publish manuscripts within six months to a year of their submission. This is entirely due to the extremely engaged and dedicated members of our editorial team, who we feel are so committed because of the interpersonal connections they make and the investment they feel in helping move an author’s work towards publication. In our view, it is extremely important to recognize the people who contribute to a single issue, which we do as an ongoing practice through our interactions with our editorial team, and through collaborative decision making and input on editorial processes and procedures. We also list their names on the same webpage as the issue they have contributed to. This, we hope, will help address the peer reviewer fatigue—that is, the difficulty in finding reviewers for submissions—that some journals experience. Because of the relatively short timeline for publishing a manuscript, authors are able to bring current research and scholarship to the community, which can allow for dialogue that is fresh enough for authors to use the ideas generated to further their research. This has the potential to enrich the quality of research, expand the reach of knowledge, and of course, build community.

We see open scholarship as grounded in the open access movement, thus it is important to acknowledge some issues with OA. First, open access does not mean universal access; there remain barriers, such as language and connectivity barriers (Suber, 2012). Open access also does not mean free. There are many costs associated with producing scholarship; however, in the world of academic publishing, many of these costs are subsumed under the umbrella of “service.” J-BILD, for example, has no fees for authors and operates on an annual budget of about $100 (fees for hosting the WordPress site and for our domain name) and a tremendous number of volunteer hours, not just ours but from the entire editorial team, including the peer mentors, copy editors, senior copy editors, and web developer.

Publishing an online journal that is also open access is changing how knowledge is produced and shared. It is also changing how people read, for instance, by encouraging more critical engagement with reading because readers can click hyperlinks and check sources and have access to more complete data sets (Willinsky, 2006). An area that has not been fully explored in the field of Applied Linguistics is the integration of digital tools, methods, and media in publications. As a field, we could draw some inspiration from work being done in the field of Digital Humanities, where this practice is far more advanced (see, for example, Vectors Journal, which explores the intersections of technology and social relations). We expect that the J-BILD model will continue to evolve over time as authors begin to embrace the affordances of new media and produce texts that are more multimodal.  We hope to continue to push the boundaries of open scholarship and to encourage new kinds of authors and new kinds of conversations in open spaces.


We received 15 submissions for our second issue. We are pleased to be publishing eight manuscripts–five recent research projects and three critical literature reviews.

Research Studies

Marie-Eve Bouchard presents the results of her study of the ideologies that surround the use of rhotics in the Santomean variety of Portuguese in her article, titled “A distinctive use of R as a marker of Santomean identity.” Bouchard presents and discusses data generated through sociolinguistic interviews to show how the distinctive use of rhotics is becoming a marker of Santomean national identity, particularly among younger Santomeans who grew up after the independence of the country and among those who expresses pride in the Santomean variety of Portuguese.

Timothy Loh, author of “‘Maybe Jesus knows Sign’: Resistance through identity formation,” presents the results of anthropological research exploring how Deaf Christians negotiate their identities as members of two distinct identity groups: Deaf and Christian. Contextualizing his research within historical events over the last 50 years, Loh presents his analysis and interpretation of data generated through ethnographic field work to argue that Deaf Christian identity formation does not necessarily include a conflict between deafness and Christianity, but rather a resistance against historically-rooted narratives in Christianity that relate to deafness as a deficit. Loh further argues and demonstrates that Deaf Christians use language and communication to index and reinforce their identity as Deaf Christians.

“Spanish Language Ecosystems in New Mexico and their Impact on Spanish Language Learners,” by Sarah O’Brien, explores how U.S. students’ receptiveness to Spanish language learning is impacted by the social perceptions of the language that exist within their surrounding community. O’Brien shares the results recent research within three school districts in New Mexico, where she generated data through mixed-methods over a period of seven months. Through her interpretation and discussion of these data, O’Brien explores the stratified views held by members of the school communities, specifically related to ideologies of language related to learning and speaking Spanish, concluding with a number of language planning suggestions for improving outcomes for Spanish language learners.

“Navigating Competing Identities through Stance-Taking: Migration, Class, and Nation,” by Elizabeth Peacock, presents the results of ethnographic research on Ukrainian teenagers’ use of stance-taking on issues of migration as a means of aligning or disalinging themselves in interactions with others. Grounded in stance theory, Peacock’s paper seeks to address limitations in the existing body of research related to the ways in which individuals take up stances in everyday interactions. Through her analysis and interpretation of qualitative data generated through group discussion, Peacock makes links between stance-taking and social identities as they relate to socioeconomic class and migration in Ukraine, revealing the broader views held by Ukrainian teenagers on migration.

Gregory Tweedie and Robert Johnson, authors of “Listening instruction and patient safety: Exploring Medical English as a lingua franca (MELF) for nursing education,” present the results of a recent student exploring Medical English as a lingua franca (MELF). Specifically, the authors look at the intelligibility of interactions using MELF and its implications on patient safety. Through their analysis and discussion of mixed-methods data, the authors argue that intelligibility can have implications on patient safety, concluding their paper with recommendations related to language education of nursing professionals in sociolinguistic contexts where MELF is used.

Critical Literature Reviews

“L’enseignement du français chez les Premières Nations d’hier à aujourd’hui: Enjeux didactiques, pratiques pédagogiques et perspective interculturelle,” by Nancy Crepeau and Carole Fleuret, takes a critical stance to explore the pedagogical foundations at the origins of current French-language teaching practices in Quebec. In particular, the authors focus on the implications of current teaching practices on students from First Nations backgrounds and identify issues related to learners’ language repertoire, academic achievement, and plurilingual competence. The authors conclude their review with recommendations for the future.

In his paper, titled, “A case for policy analysis in minority language discourse: A critical literature review,” Taylor Ellis explores Indigenous language revitalization in educational contexts. Beginning with a critical review of linguistic diversity metaphors, such as language-as-resource (Ruiz, 1984) and language ecology (Hornberger, 2002), as well as specific case examples from around the world, Ellis problematizes and highlights the issues inherent to the language-as-resource model as a whole.

Hailey Iacono presents “Designing opportunities to support pre-service teachers in noticing and understanding how to position students competently: An overview of supporting literature.” Iacono frames her critical literature review within the context of recent educational reforms, specifically as they relate to the mathematics classroom, and limitations in the scope of teacher educational programs. Through her exploration of the literature, Iacono successfully highlights several guiding principles to address such limitations, ultimately making the argument that more research on teacher noticing of interactions relating to positioning students competently is needed.


 Eve, M. P. (2014). Open access and the humanities: Contexts, controversies and the future. Oxford: Oxford University Press.

Government of Canada (2016). Tri-agency open access policy on publications. Retrieved from, http://www.science.gc.ca/eic/site/063.nsf/eng/h_F6765465.html?OpenDocument

Hornberger, N. H. (2002). Multilingual language policies and the continua of biliteracy: An ecological approach. Language Policy, 1(1), 27–51.

Linder, K. (2018, Feb. 19). Dr. Jesse Stommel on founding a journal. Retrieved from, https://ecampus.oregonstate.edu/research/podcast/e99/

Ruíz, R. (1984). Orientations in language planning. NABE: The Journal for the National Association for Bilingual Education, 8(2), 15-34.

Suber, P. (2012). Open access. Cambridge, MA, and London, UK: The MIT Press.

Willinsky, J. (2006). The access principle: The case for open access to research and scholarship. Cambridge, MA, and London, UK: The MIT Press.