This strand highlights a range of research that contributes to a deeper understanding of multilingual educational contexts. The specific features of bilingual individuals, immersion contexts, minority communities, and/or heritage languages should be emphasized (e.g., issues of power in relation to dominant vs. minority languages). Research can take (but is not limited to) sociopolitical, sociocultural, interactional, identity, experiential, and (socio)cognitive approaches. Thus, the focus in this strand is not strictly on sociophonetic or psycholinguistic studies of bilingual participants. Presenters will draw on quantitative, qualitative and/or mixed methodologies as applied to educational settings.