During an investigation into the L2 proficiency and L3 acquisition skills of 10- to 12-year-olds in Irish primary schools, questions of metalinguistic awareness and cross-linguistic influence were raised. Do children who are more balanced bilinguals develop a higher sense of metalinguistic awareness than less balanced bilinguals? What evidence of cross-linguistic influence do those children display? Which language, or language teacher type, is most suitable in an Irish context for the development of these language learning skills? Following on from a primarily quantitative survey of all schools participating in the Modern Languages in Primary Schools Initiative in Ireland, and language testing of a smaller group of children, the evidence shows that more balanced bilinguals display a higher level of general proficiency and are more likely to independently display higher levels of metalinguistic awareness and evidence of cross-linguistic transfer. An examination of the features and characteristics of language and a summary of the main features of metalinguistic awareness and cross-linguistic influence provide a background for the results presented. The schools involved in the study include both early total immersion schools (Gaelscoileanna), where Irish is the language of instruction, and English-medium schools, where Irish is taught as L2.

The term ‘Third Culture Kid’ (TCK) is commonly used to denote children living in a host culture other than their passport culture during their developmental years. However, its meaning in relation to other terminology referring to a similar concept is a source of interest for many stakeholders. This paper opens up opportunities for further exploring and critiquing the definition of TCK, and opening this up to case studies within the context of the United Arab Emirates and more widely. It is critical to clarify the terminology in light of unprecedented levels of international migration throughout the world. This paper reviews the meaning of culture in relation to TCKs, and explores the meaning of the TCK concept as well as a number of other terms used as alternatives to TCK. A contextualization of the literature follows in relation to the researchers’ own lived experiences in the United Arab Emirates. The term TCK can be seen as part of the general stock of theoretical concepts. This paper acknowledges that it cannot catch all nuances of migrant children in the global context.

Children’s literature plays an essential role in the development of children’s literacy skills. Dual language learners can particularly benefit from the use of picture books to facilitate comprehension, formulaic language acquisition, and vocabulary acquisition. This paper explores the availability and quality of English/Arabic dual language books in an early years setting in the United Arab Emirates. It is a qualitative study that examines the text quality of 24 English/Arabic dual language picture books available within the setting itself and the affiliated university library. The researchers’ combined experiences with literacy in the context of young children, including experience in choosing appropriate texts for young children, as well as their ontological perspectives as researchers, guide this personal appreciation. The study found issues with availability of book information, translation accuracy, and cultural relevance. In order to have a high quality bilingual picture book, it is crucial that the translation is accurate and reviewed very carefully by experienced authors/editors in both languages to avoid any errors. The major categories generated from this study can serve as a checklist to guide researchers in future studies, educators in various settings and parents in the community, in choosing appropriate dual language books.

Background: Health inequalities for Indigenous people and culturally diverse patients or remote area dwellers are well established. Models of care such as telehealth might have the potential to reduce the disparity of access to health services for Indigenous and culturally diverse ethnic groups.