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• Engagement as access to school, the wellbeing of the child, and curating diversity. • Parental actions both bridged and distanced the spaces of homes and schools. • The home-school language divide was upheld. • Reasons reflected complex language ideologies and notions of a parent and a family. • Insights are given to revisit theorisations of parental engagement. Persisting divides between 'multilingual homes' and 'monolingual schools' exist around the world, including Flanders, the Dutch-speaking region of Belgium. Applying the lens of space production, we explore how 'parental engagement' is established, and the role it plays in shaping language separation. Discourse analysis on interviews with 24 parents of multilingual children revealed parental engagement as striving for parental access to schools, facilitating the schooling, learning and wellbeing of the child, and curating cultural and linguistic diversity. Parental actions both bridged and distanced 'schools' and 'homes', marking these spaces as intertwined and/or separate based on parents' motivations, reasons and opportunities to become engaged or not. However, the home-school language divide was upheld. Besides reflecting conformity with schooling and the language of schooling, parental rationalisations presented with a drive to preserve the family as independent from schools. These findings provide insights to revisiting theorisations of parental engagement, and its role in reconciling home- and school languages. [ABSTRACT FROM AUTHOR]

• Effective advocacy efforts incorporated most of the components of relational trust. • When most of the components of relational trust were present, teaching candidates utilized inclusive pronouns and future-oriented verb tenses. • Teaching candidate that focused on the relational trust category of competence utilized second person pronouns and the imperative tense. • ESL advocacy requires 1) interpersonal skills that help an ESL teacher know how to advocate, and 2) the content knowledge that allows them to know what to advocate for. Research supports the notion that ESL teachers should not only be language teachers but also English Learner (EL) advocates. Despite evidence that suggests these skills are honed over time in the field, ESL teachers are often asked to exercise these skills immediately in their first year teaching. Thus, preparing individuals for EL advocacy before they become ESL teachers is a necessary component of ESL teacher education. In this paper, we examine a technology-driven simulation experience for ESL teaching candidates (TCs) as part of an online ESL teaching-methods course. We analyze the language of three TCs as they attempt to (re)establish social trust between themselves and the simulated colleague. We found TCs utilized linguistic indexicals to frame the context of the dialogue, and they used components of relational trust to advocate for an EL. We discuss the role of interpersonal skills, content knowledge, and relational trust in advocacy efforts. [ABSTRACT FROM AUTHOR]

• Contradictions between discourse and actions were evident in classroom interaction. • Classroom episode instantiates larger social issues. • Peacebuilding processes may be fostered through classroom discourse analysis. Colombia is a country with a history of violence. The educational context has been no exception. Examining the way peace and violence are enacted or reproduced through discourse in school settings can help to inform processes of positive social transformation. In this paper, I present a critical microethnographic study on the potential of classroom discourse for peacebuilding in a fifth grade classroom of a public school on the north coast of Colombia. By focusing on an episode of classroom life, which samples a peacebuilding pedagogy but, at the same time, raises issues about discourse patterns that may perpetuate symbolic violence, I draw attention to the relationships between the grammar of interactions and the social structures that are invoked through discourse choices. This analysis can provide theoretical and practical inspiration for reconstructing interactions that more solidly contribute to peacebuilding. [ABSTRACT FROM AUTHOR]