What is Adaptive Transfer

The chapter uses the case of multilingual students to discuss how teaching and learning practices in Canadian writing classrooms must examine “systems and structures of linguicism, racism, and classism, which are interrelated and continuously shaping one another'' to develop an understanding of linguistic racism. A critical dialogic approach was used to listen to the study participants and explore strategies to promote decolonial practice in the writing classroom and inform literature on Canadian multilingual pedagogy. The chapter identifies themes of diversity, curriculum design and instructional practice aligned with linguistic justice practices, and perceptions of success and challenges to recommend theoretical standpoints and examples of classroom practice. Through this process of negotiating theory into practice, the authors move from a focus on linguistically and culturally responsive pedagogy toward sustaining and revitalizing pedagogy. They conclude with macro-level strategies and a call to promote and sustain linguistic justice.