EDITORIAL | REDAKTORIAUS ŽODIS

Abstract

The topics of multilingualism and multiculturalism have been prominent in the discourse on education for many years (Lönz, 2013). Yet in 2016, as we strive to come to terms with the recent, extraordinary changes we have seen in the global sociopolitical framework, it is clear that the ability to respond appropriately to issues of diversity and difference has become more critical than ever. On the one hand, the growing need to serve learners from a wide range of cultural, linguistic, and socio-economic backgrounds; and on the other, the need to support the development of today’s students as tomorrow’s socially responsive citizens (Fowers & Davidoff, 2006) continue to have a deep impact on the educational process (Gelūnas, 2015; Hall & Theriot, 2016).