Plurilingual pedagogies at the post-secondary level: possibilities for intentional engagement with students’ diverse linguistic repertoires

References

• Bakhtin, M. (1934). Discourse in the novel. Literary Theory: An Anthology, 2, 674–685.
   Google Scholar
• Beacco, J. C., Byram, M., Cavalli, M., Coste, D., Cuenat, M. E., Goullier, F., & Panthier, J. (2016). Guide for the development and implementation of curricula for plurilingual and intercultural education. Strasbourg: Council of Europe.
   Google Scholar
• Canagarajah, A. S. (2013). Critical academic writing and multilingual students. Ann Arbor, MI: University of Michigan Press.
   Google Scholar
• Canagarajah, S., & Liyanage, I. (2012). Lessons from pre-colonial multilingualism. In M. Martin-Jones, A. Blackledge, & A. Creese (Eds.), The Routledge handbook of multilingualism (pp. 67–83). London: Routledge.
   Google Scholar
• Candelier, M., et al. (2012). A framework of reference for pluralistic approaches to languages and cultures: Competences and resources. Strasbourg: Conseil de l’Europe.
   Google Scholar
• Cenoz, J., & Gorter, D. (2017). Minority languages and sustainable translanguaging: Threat or opportunity? Journal of Multilingual and Multicultural Development, 38(10), 901–912. doi: 10.1080/01434632.2017.1284855
   Web of Science ®Google Scholar
• Chang, S. Y. (2019). Beyond the English box: Constructing and communicating knowledge through translingual practices in the higher education classroom. English Teaching & Learning, 43(1), 23–40. doi: 10.1007/s42321-018-0014-4
   Web of Science ®Google Scholar
• Conteh, J., & Meier, G. (2014). The multilingual turn in languages education: Opportunities and challenges (Vol. 40). Bristol: Multilingual Matters.
   Google Scholar
• Coste, D., Moore, D., & Zarate, G. (1997). Compétence plurilingue et pluriculturelle: Vers un cadre européen commun de référence pour l’enseignement et l’apprentissage des langues vivantes. Strasbourg: Éditions du Conseil de l’Europe.
   Google Scholar
• Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Strasbourg: Cambridge University Press.
   Google Scholar
• Council of Europe. (2018). Common European framework of reference for languages: Learning, teaching, assessment. Companion volume with new descriptors. Strasbourg: Cambridge University Press.
   Google Scholar
• Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire (Vol. 23). Bristol: Multilingual Matters.
   Google Scholar
• Cummins, J. (2017). Teaching minoritized students: Are additive approaches legitimate? Harvard Educational Review, 87(3), 404–425. doi: 10.17763/1943-5045-87.3.404
   Web of Science ®Google Scholar
• De Costa, P., Singh, J. G., Milu, E., Wang, X., Fraiberg, S., & Canagarajah, A. S. (2017). Pedagogizing translingual practices: Prospects and possibilities. Research in the Teaching of English Volume, 51(4), 464–472.
   Web of Science ®Google Scholar
• Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–171. doi: 10.17763/0017-8055.85.2.149
   Web of Science ®Google Scholar
• Galante, A. (2019). ‘The moment I realized I am plurilingual’: Plurilingual tasks for creative representations in EAP at a Canadian university. Applied Linguistics Review, doi: 10.1515/applirev-2018-0116
   Google Scholar
• García, O., Johnson, S. I., Seltzer, K., & Valdés, G. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Philadelphia, PA: Caslon.
   Google Scholar
• García, O., & Li, W. (2014). Translanguaging and education. In O. Garcia & W. Li (Eds.), Translanguaging: Language, bilingualism and education (pp. 63–77). London: Palgrave Macmillan.
   Google Scholar
• García, O., & Tupas, R. (2019). Doing and undoing bilingualism in education. In A. De Houwer & L. Ortega (Eds.), The Cambridge handbook of bilingualism (pp. 390–407). Cambridge: Cambridge University Press.
   Google Scholar
• Gogolin, I. (1997). The ‘monolingual habitus’ as the common feature in teaching in the language of the majority in different countries. Per Linguam, 13(2), 38–49.
   Google Scholar
• Grosjean, F. (1989). Neurolinguists, beware! The bilingual is not two monolinguals in one person. Brain and Language, 36, 3–15. doi: 10.1016/0093-934X(89)90048-5
   PubMed Web of Science ®Google Scholar
• Grosjean, F. (2008). Studying bilinguals. Oxford: Oxford University Press.
   Google Scholar
• Hornberger, N. H. (2002). Multilingual language policies and the continua of biliteracy: An ecological approach. Language Policy, 1, 27–51. doi: 10.1023/A:1014548611951
   Google Scholar
• Jeoffrion, C., Marcouyeux, A., Starkey-Perret, R., Narcy-Combes, M. F., & Birkan, I. (2014). From multilingualism to plurilingualism: University students’ beliefs about language learning in a monolingual context. Language, Culture and Curriculum, 27(1), 8–26. doi: 10.1080/07908318.2014.887724
   Web of Science ®Google Scholar
• Jones, B. (2017). Translanguaging in bilingual schools in Wales. Journal of Language, Identity & Education, 16(4), 199–215. doi: 10.1080/15348458.2017.1328282
   Web of Science ®Google Scholar
• Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Origins and development from school to street and beyond. Educational Research and Evaluation, 18(7), 641–654. doi: 10.1080/13803611.2012.718488
   Google Scholar
• Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. doi: 10.1093/applin/amx039
   Web of Science ®Google Scholar
• Li, W., & Ho, W. Y. (2018). Language learning sans frontiers: A translanguaging view. Annual Review of Applied Linguistics, 38, 33–59. doi: 10.1017/S0267190518000053
   Web of Science ®Google Scholar
• Lin, A. M. Y., & He, P. (2017). Translanguaging as dynamic activity flows in CLIL classrooms. Journal of Language, Identity & Education, 16(4), 228–244. doi: 10.1080/15348458.2017.1328283
   Web of Science ®Google Scholar
• Lüdi, G., Höechle, K., & Yanaprasart, P. (2013). Multilingualism and diversity management in companies in the upper Rhine region. In A.-C. Berthoud, F. Grin, & G. Lüdi (Eds.), Exploring the dynamics of multilingualism: The DYLAN project (pp. 59–82). Amsterdam: John Benjamins.
   Google Scholar
• Lüdi, G., & Py, B. (2009). To be or not to be … a plurilingual speaker. International Journal of Multilingualism, 6(2), 154–167. doi: 10.1080/14790710902846715
   Google Scholar
• Marshall, S., & Moore, D. (2013). 2B or not 2B plurilingual? Navigating languages literacies, and plurilingual competence in postsecondary education in Canada. TESOL Quarterly, 47(3), 472–499. doi: 10.1002/tesq.111
   Web of Science ®Google Scholar
• Marshall, S., & Moore, D. (2018). Plurilingualism amid the panoply of lingualisms: Addressing critiques and misconceptions in education. International Journal of Multilingualism, 15(1), 19–34. doi: 10.1080/14790718.2016.1253699
   Web of Science ®Google Scholar
• May, S. (Ed.). (2014). The multilingual turn: Implications for SLA, TESOL and bilingual education. New York: Routledge/Taylor & Francis.
   Google Scholar
• May, S. (2019). Negotiating the multilingual turn in SLA. The Modern Language Journal, 103, 122–129. doi: 10.1111/modl.12531
   Web of Science ®Google Scholar
• Mazak, C. M., & Carroll, K. S. (Eds.). (2016). Translanguaging in higher education: Beyond monolingual ideologies. Bristol: Multilingual Matters.
   Google Scholar
• Moore, D., & Gajo, L. (2009). Introduction – French voices on plurilingualism and pluriculturalisMO: Theory, significance and perspectives. International Journal of Multilingualism, 6(2), 137–153. doi: 10.1080/14790710902846707
   Google Scholar
• Moore, D., Lau, S. M. C., & Van Viegen, S. (in press). Mise en écho perspectives on plurilingual competence and pluralistic pedagogies: A conversation with Daniele Moore. To be published in Plurilingual Pedagogies: Critical and Creative Endeavors for Equitable Language Education. Springer.
   Google Scholar
• North, B., & Piccardo, E. (2016). Developing illustrative descriptors of aspects of mediation for the Common European Framework of Reference (CEFR). Language Teaching, 49(30), 455–459. doi: 10.1017/S0261444816000100
   Google Scholar
• Ortega, L. (2019). LA and the study of equitable multilingualism. The Modern Language Journal, 103, 23–38. doi: 10.1111/modl.12525
   Web of Science ®Google Scholar
• Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281–307. doi: 10.1515/applirev-2015-0014
   Web of Science ®Google Scholar
• Patton, M. Q. (2011). Developmental evaluation: Applying complexity concepts to enhance innovation and use. New York: Guilford Press.
   Google Scholar
• Paulsrud, B., Rosén, J., Straszer, B., & Wedin, Å (Eds.). (2017). New perspectives on translanguaging and education. Bristol: Multilingual Matters.
   Google Scholar
• Pavlenko, A. (2005). Bilingualism and thought. In J. F. Kroll & A. M. B. de Groot (Eds.), Handbook of bilingualism: Psycholinguistic approaches (pp. 433–453). New York, NY: Oxford University Press.
   Google Scholar
• Pecorari, D., & Malmström, H. (2018). At the crossroads of TESOL and English medium instruction. TESOL Quarterly, 52(3), 497–515. doi: 10.1002/tesq.470
   Web of Science ®Google Scholar
• Piccardo, E. (2017). Plurilingualism as a catalyzer for creativity in superdiverse societies: A systemic analysis. Frontiers in Psychology, section Cognition. Research Topic ‘Multilingual Creative Cognition’ edited by A. V. Kharkhurin. doi.org/10.3389/fpsyg.2017.02169
   Google Scholar
• Piccardo, E., & Galante, A. (2017). Plurilingualism and agency in language education. The role of dramatic action-oriented tasks. In J. Choi & S. Ollerhead (Eds.), Plurilingualism in teaching and learning: Complexities across contexts (pp. 147–164). New York: Routledge.
   Google Scholar
• Potts, D. (2013). Plurilingualism as multimodal practice. TESOL Quarterly, 47(3), 625–630. doi: 10.1002/tesq.118
   Web of Science ®Google Scholar
• Preece, S. (2009). Posh talk: Language and identity in higher education. London: Palgrave Macmillan.
   Google Scholar
• Preece, S., & Martin, P. (2009). Imagining higher education as a multilingual space. Language and Education, 24(1), 3–8. doi: 10.1080/09500780903343070
   Web of Science ®Google Scholar
• Stille, S., & Cummins, J. (2013). Foundation for learning: Engaging plurilingual students’ linguistic repertoires in the elementary classroom. TESOL Quarterly, 47(3), 630–638. doi: 10.1002/tesq.116
   Web of Science ®Google Scholar
• Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies, 30(6), 1024–1054. doi: 10.1080/01419870701599465
   Web of Science ®Google Scholar
• Walsh Marr, J. (2019). An English language teacher's pedagogical response to Canada's Truth and Reconciliation Commission. New Directions for Teaching and Learning, 157, 91–103. doi: 10.1002/tl.20332
   Google Scholar