NJIKO: A Multi-Disciplinary Journal of Humanities, Law, Education and Social Sciences

This research focuses on the crucial role of multilingual education, including translation strategies, in promoting inclusive education systems for migrant children. The study employs a systematic literature review method, drawing from diverse theoretical frameworks, cross-national comparisons, and empirical studies to provide a comprehensive understanding of the field. Findings highlight the value of employing frameworks like Disability Critical Race Theory (DisCrit) to address the intersectionality of language, disability, and migration status. The concept of translanguaging emerges as a promising approach, viewing multilingualism as a resource and aligning with recognized cognitive and social benefits. Cross-national comparisons reveal persistent monolingual ideologies despite linguistic diversity, indicating a need for policy reforms that value students' linguistic resources. Implementation challenges include teacher beliefs, preparation, resource constraints, and the necessity for culturally responsive assessment practices. However, innovative practices, such as the use of Multilingual Teaching Assistants, show potential for supporting linguistically diverse students. The review underscores the critical role of comprehensive teacher education and professional development in fostering inclusive multilingual practices. The originality of this review lies in its holistic approach, integrating theoretical insights, cross-national policy analysis, and practical implementation strategies. Policy implications include the need for reforms that explicitly incorporate students' linguistic diversity, effective implementation strategies, and robust teacher preparation programmes. Additionally, fostering family-school-community partnerships and recognizing community linguistic and cultural resources are essential for successful inclusive education. Future research should explore models of community engagement and their impact on student outcomes in multilingual settings.

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