ABSTRACT
This chapter outlines the ways in which one school-based research approach was designed and implemented to reveal current practices and to provide suggestions for pedagogical approaches for enhancing multilingualism. It provides answers to the following questions: To what extent is there a national policy perspective on EAL, and how was this developed? What are some of the inclusive practices that could be used to insure that these learners are socially and academically engaged within schools and classrooms?. To inform a greater understanding of how best schools might facilitate the positive development of linguistic identities among immigrant children, it is important to construct relevant and impactful research. In terms of language pedagogy, whether this is oriented towards the teaching and learning of English as an additional language, or towards the inclusion of linguistic diversity in class, a philosophy of learning that incorporates a Deleuzian approach may constructively inform practice.
