Engaging with emergent bilinguals and their families in the pre-primary classroom to foster well-being, learning and inclusion

This article presents data from a longitudinal study undertaken. in a pre-primary classroom of 3-4-year-old emergent bifpiurirngual children during their first year of formal schooling in France. It focuses on how the teacher's intercultural competence facilitated the emergent bilingual children's transition from home to school and fostered positive relationships with these parents and included them in the classrooM. The data also suggest that the establishment of trusting relationships and safe spaces for these children and their families favoured the emergence of coeducational practices, namely in the area of literacy and fostered their well-being, learning and inclusion.