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"Functional Multilingual Learning" ("FML") aims to leverage pupils' full language repertoire in a strategic and transversal way across the curriculum in order to enhance access to conceptual understanding and improve skills in the language of schooling. This linguistic-ethnographic study explores the pedagogical decisions of four teachers in a French-speaking primary school in Brussels, Belgium as they create 'meaningful multilingual tasks' for their linguistically diverse classrooms. Findings indicate that tasks serving symbolic and linguistic functions were the easiest for teachers to conceptualise, and that class-level learning objectives often took precedence over individual objectives. Multilingual scaffolding only occurred in classrooms already functioning extensively within a socio-constructivist paradigm and needed to be supported by a free classroom language policy to be the most effective. Whole-class tasks generated a new sense of linguistic capital but entailed a reframing of the notion of inclusion as they sometimes generated feelings of linguistic insecurity or resulted in limited participation.

This case study investigated the practiced language policies of a French elementary school educator, Catherine, as she implemented the French National Cycle of instruction for the early elementary grades with a culturally and linguistically diverse (CLD) class of students. The findings revealed that macro-level policies--such as curriculum and teaching practices perpetuated monolingual ideologies and an overall republican goal of integration--limited Catherine's practices in her work with CLD students. The study highlights the critical need for continuing reform in practices in teacher education and development in France, as well as in the ways that CLD students are served in French public schools.

Background: The extent to which ambient air pollution contributes to the pathogenesis of congenital heart defects remains uncertain. Objective: We investigated whether first trimester exposure to ambient fine particulate matter (P[M.sub.2.5]) and nitrogen dioxide (N[O.sub.2]) was associated with the risk of critical and noncritical heart defects in a large population-based cohort of births. Methods: We carried out a retrospective cohort study of children conceived between 2000 and 2016 in Quebec, Canada. Heart defects were identified via data from the Maintenance and Use of Data for the Study of Hospital Clientele registry. The main exposures were average concentration of P[M.sub.2.5] and N[O.sub.2] in a) the first trimester and b) the month of conception. Exposures were estimated at the residential postal code. Associations with critical and noncritical heart defects were assessed using logistic regression models, adjusted for maternal and infant characteristics. We considered single- and two-pollutant models and assessed modifying effects of maternal comorbidity, including preexisting hypertension, preeclampsia, anemia, and diabetes. Results: The cohort comprised 1,342,198 newborns, including 12,715 with heart defects. Exposure in the first trimester and month of conception yielded similar results; both were associated with a greater risk of heart defects. Adjusted odds ratios (OR) for any heart defect per interquartile range increase were 1.02 (95% CI: 1.00, 1.05) forP[M.sub.2.5] and 1.10 (95% CI: 1.07, 1.13) for N[O.sub.2]. Associations with atrial septal defects were 1.08 (95% CI: 1.03,1.14) forP[M.sub.2.5] and 1.19 (95% CI: 1.12, 1.25) for N[O.sub.2]. Corresponding ORs for ventricular septal defects and individual critical heart defects were not significant. P[M.sub.2.5] (OR = 1.11; 95% CI: 1.06, 1.17) and N[O.sub.2] (OR = 1.23; 95% CI: 1.17, 1.31) exposure were associated with a greater risk of heart defects in mothers with comorbidity. Discussion: In this population-based cohort, prenatal exposure to ambient air pollution during the first trimester was associated with an increased risk of heart defects, particularly atrial septal defects. The association with heart defects was greater in mothers with comorbidity. https://doi.org/10.1289/EHP11120, Introduction Congenital heart anomalies are prevalent and account for nearly one-third of birth defects. (1) In North America, 1.5% of newborns have heart defects. (2) Heart defects are a leading [...]

Translanguaging claims to advance social justice as a transformative pedagogy. This paper analyses a tension which developed over the life span of a European research project which aimed to improve the educational experience for Eastern European Roma pupils through teachers' employment of a translanguaging pedagogy. Roma are ethnically and linguistically heterogeneous, but as a minority group face continued racism, whilst Roma pupils face educational exclusion. The voices of Roma parents, pupils and activists and academics alerted us to potential threats in utilising translanguaging as a political act for transformation in education. They revealed a central tension between recognition of linguistic pluralism for emancipation at school level (with possibilities for policy level changes at local or national levels) and unifying endeavours for collective action towards equality and human rights at a (trans)national level. To understand this tension we reframed it in light of the postmodernist positioning of translanguaging, and critiques of the de-politicizing tendencies of postmodernism. In proposing a way forward for research and pedagogy, we carve a path between pluralism and collectivism by placing translanguaging pedagogy and associated research into Nancy Fraser's integrative model of recognition and redistribution for transformation.