ABSTRACT
Twenty years ago, Marilda Cavalcanti and Terezinha (Teca) Maher, this volume’s editors, invited me to Brazil to share in work they were doing around immigrant and Indigenous bilingual education. Brazil’s policy turn toward recognition of multilingualism, the focus of this volume, was still in its early years; the new Constitution recognizing Indigenous peoples’ rights to use their languages was promulgated only in 1988. Yet, Marilda and Teca were already deeply immersed in research and teaching in support of the emerging policies, identities, trajectories and practices of multilingual Brazil.
