Plurilingual approaches to pre-service teacher education hold promise for critical engagement with linguistic, cultural, and racial diversity in equity-supportive ways. Employing critical action research, we as teacher educators implemented an equity-oriented plurilingual approach across three literacy methods courses for pre-service elementary teachers at one Canadian university. Using case study methods and a poststructuralist theory of identity, this paper examines implications of the equity-oriented plurilingual approach for the evolving teacher identities and beliefs about plurilingual pedagogical possibilities of two preservice teachers: one Chinese Canadian and one White Canadian. Findings from an analysis of field notes, teacher education artefacts, and interview transcripts demonstrate that pre-service teachers’ linguistic and racial backgrounds shaped their learning and identity trajectories vis-à-vis plurilingualism, and that critical personal reflection and practicum experiences were key mediators of participants’ orientations towards plurilingual pedagogies. Plurilingualism, in concert with multiliteracies, supported a Chinese Canadian pre-service teacher to develop a resource orientation to her own plurilingualism and racialized identity, while challenging a White English-dominant pre-service teacher to confront power inequities and her English-speaker privilege. Implications centre on the importance of greater critical engagement with systemic issues of race and Anglonormativity and the need for more systematic integration of equity-oriented plurilingual approaches throughout teacher education programs. Les approches plurilingues des formations initiales des enseignants promettent l’engagement critique vis-à-vis de la diversité linguistique, culturelle et raciale de manière égalitaire. En se servant de la recherche en action critique, en tant qu’enseignantes, nous avons mis en place une approche plurilingue orientée vers l’égalité dans trois cours méthodologiques de littératie de formation initiale pour enseignants du primaire dans une université canadienne. En utilisant des méthodes d’études de cas ainsi qu’une théorie poststructuraliste de l’identité, cet article examine les implications d’une approche plurilingue orientée vers l’égalité pour les identités et les croyances changeantes des enseignants à propos des possibilités pédagogiques plurilingues de deux enseignantes en formation : une Canadienne chinoise et une Canadienne blanche. Les résultats tirés d’une analyse de notes d’observation, d’artéfacts de formation d’enseignant, et de transcriptions d’entrevues montrent que les origines linguistiques et culturelles des enseignants en formation informaient leur apprentissage et leur trajectoires identitaires par rapport au plurilinguisme et que la réflexion critique personnelle et les expériences de stage se sont révélées être de médiateurs clés eu égard à l’orientation des participants envers les pédagogies plurilingues. Le plurilinguisme, de concert avec les multilittératies, ont encouragé une candidate enseignante canadienne chinoise à élaborer une orientation de ressources vers son propre plurilinguisme et son identité racialisée, tout en défiant une candidate blanche anglaise de faire face aux inégalités de pouvoir et à son privilège d’anglophone. Les implications se centrent sur l’importance d’un plus grand engagement critique eu égard aux problèmes systémiques de race et d’anglonormativité, ainsi que le besoin d’une intégration plus systématique des approches plurilingues orientées vers l’égalité dans tous les programmes de formation des enseignants.

Rotaviruses are the most common cause of diarrhoeal disease among infants. Till now 108 countries have introduced rotavirus vaccines to prevent severe diarrhea. The Global Rotavirus Surveillance Network (GRSN) was established by WHO in 2008. Some studies reported that rotavirus vaccination can lead to a small increase in the risk of intussusception, a type of bowel blockage. This is a rare side effect. Intussusception, death of tissue of the intestinal wall due to lack of blood supply may cause life-threatening complications if left untreated. In infants idiopathic ileocolic intussusception is the most common form typically managed with operative or non operative reduction like hydrostatic or pneumatic enemas. Whereas, in adults and older children, intussusception is not very common and occurs more often in the colon of small intestine, pathogenesis is lead point in most of the symptomatic cases. Numerous countries have scrupulously noted the occurrence of intussusception post vaccination, and others yet to introduce the vaccine are gathering base line data on the incidence of intussusception which is an important safety issue in determining vaccine policy. However, it should be noted that naturally occurring intussusception, although rare, does occur in the very young. Due to heavy burden of rotavirus, some developing countries have introduced rotavirus vaccines. In India it is now part of the national immunization programme. Hospitalizations and deaths from rotavirus have been averted significantly because vaccination far exceeded the reported cases of intussusception with vaccination. The underlying rationale behind the differing risk of intussusception after rotavirus vaccination in various countries is not yet determined, therefore continuous monitoring is necessary.

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