Disrupting intersectional inequalities for English language learners in Canadian schools

Despite Canada’s longstanding commitment to multiculturalism and diversity, systemic inequalities continue to shape the educational experiences of English Language Learners (ELLs), particularly at the intersection of language, race, religion, and gender. This special issue of the International Multilingual Research Journal critically interrogates how these intersecting identities contribute to structural barriers that impede ELLs’ academic success and social integration. Bringing together interdisciplinary scholarship, the issue examines the sociopolitical and institutional forces that sustain these inequities while also highlighting the agency and resilience of marginalized learners. Through an exploration of anti-racist literacy education, multilingual and multimodal pedagogies, and inclusive policy interventions, this collection underscores the urgent need for transformative educational reforms. By amplifying the voices of ELLs and advocating for collaborative action among educators, policymakers, and communities, this special issue serves as both a critical reflection on entrenched disparities and a call to action for more equitable and socially just learning environments. Copyright © 2025 Taylor & Francis Group, LLC.