Research was conducted during the delivery of a series of workshops on language assessment with Haitian teachers in the spring of 2013. The final products of these workshops were several revised national English examinations presented to the Haitian Ministry of Education and Professional Training (MENFP). The research goal was to examine the language assessment literacy (LAL) development of both teachers and language assessment specialists during this collaboration. Data included the compiled feedback from Haitian teachers on draft examinations during the workshops, as well as survey and interview responses immediately following the workshops. Results reveal the complementary expertise of teachers and specialists, which facilitated LAL development by both parties. Results also identified challenges in collaborative decision making and consensus building to be addressed in future projects.

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This comparative inquiry examines the multi-/bilingual nature and cultural diversity of two distinctly different linguistic and ethnic communities in Montréal -English speakers and Chinese speakers -with a focus on the multi/bilingual and multi/biliterate development of children from these two communities who attend French-language schools, by choice in one case and by law in the other. In both of these communities, children traditionally achieve academic success. The authors approach this investigation from the perspective of the parents' aspirations and expectations for, and their support of and involvement in, their children's education. These two communities share key similarities and differences that, when considered together, help to clarify a number of issues involving multi/biliteracy development, socio-economic and linguistic capital, minority/majority language status, mother-tongue support, home -school continuities, and linguistic identity.

Linguistic identity is deeply embedded in how individuals identify within groups and cultures (Gee, 2000; Sachs, 2005). The contexts of English as a second language (ESL) teaching in Quebec and ESL teachers’ range of linguistic repertoires provide an interesting landscape for considering issues of identity, equity, and acceptance (De Costa & Norton, 2017; Norton, 2014). Through surveys, interviews and focus groups with pre- and in-service ESL teachers, we explore how language and professional identities develop through the lens of French/English identity intersections and acceptance in these teaching contexts. Our findings show a pattern that is unique to the ESL Quebec context: In French-language schools it is often how an ESL teacher’s linguistic identity is seen, rather than how they selfidentify that appears to be essential to their success in integrating into teaching communities. Our research has important implications for our understanding of the ways ESL teachers’ linguistic identities are performed and accepted within plurilingual contexts of teaching. « En fait, je suis francophone! . . . Mais ils me voient encore comme anglophone, même si je ne le suis pas du tout. » L’identité linguistique est profondément ancrée dans la façon dont les personnes s’identifient au sein des groupes et des cultures (Gee, 2000; Sachs, 2005). Les contextes de l’enseignement de l’anglais comme langue seconde (ALS) au Québec et l’éventail du répertoire linguistique des enseignants d’ALS fournissent un paysage intéressant pour envisager les questions d’identité, d’équité et d’acceptation (De Costa et Norton, 2017; Norton, 2014). Par l’entremise de sondages, d’entrevues et de groupes de discussion auprès des enseignants en service et des enseignants en formation d’ALS, nous explorons comment les identités langagières et professionnelles se forment par le prisme des intersections identitaires et de l’acceptation au sein de ces contextes d’enseignement. Nos résultats montrent un schéma qui est unique au contexte de l’ALS au Québec : dans les écoles francophones, il s’agit souvent de la manière dont l’identité linguistique de l’enseignant d’ALS est perçue plutôt que de la façon dont ils s’identifient qui semble être essentielle pour réussir à s’intégrer dans les communautés enseignantes. Notre recherche comporte des implications importantes pour notre compréhension des façons dont les identités linguistiques des enseignants d’ALS sont réalisées et acceptées au sein de contextes d’enseignements plurilingues.

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