The pertinence and feasibility of implementing a plurilingual approach in Quebec, Canada: the beliefs of pre-service ESL teachers

References

• Armand, F., and E. Maraillet. 2013. Éducation interculturelle et diversité linguistique. Montréal: Université de Montréal, Élodil (Éveil au Langage et Ouverture à la Diversité Linguistique). Retrieved from: https://www.elodil.umontreal.ca/guides/education-interculturelle-et-diversite-linguistique/
   Google Scholar
• Ballinger, S., M. Brouillard, A. Ahooja, R. Kircher, L. Polka, and K. Byers-Heinlein. 2020. “Intersections of Official and Family Language Policy in Quebec.” Journal of Multilingual and Multicultural Development 0 (0): 1–15.
   Google Scholar
• Birello, M., Llompart-Esbert, J., & Moore, E. 2021. Being Plurilingual Versus Becoming a Linguistically Sensitive Teacher: Tensions in the Discourse of Initial Teacher Education Students. International Journal of Multilingualism, 18 (4): 586–600. doi:10.1080/14790718.2021.1900195.
   Web of Science ®Google Scholar
• Borg, M. 2004. “The Apprenticeship of Observation.” ELT Journal 58 (3): 274–276.
   Google Scholar
• Borg, S. 2015. Teacher Cognition and Language Education: Research and Practice. London: Bloomsbury.
   Google Scholar
• Burton, J., and S. Rajendram. 2019. “Translanguaging-as-resource: University ESL Instructors’ Language Orientations and Attitudes Toward Translanguaging.” TESL Canada Journal 36 (1): 21–47.
   Web of Science ®Google Scholar
• Busch, B. 2018. “The Language Portrait in Multilingualism Research: Theoretical and Methodological Considerations.” Working Papers in Urban Language & Literacies 236: 1–13.
   Google Scholar
• Cabré Rocafort, M. 2019. “The Development of Plurilingual Education Through Multimodal Narrative Reflection in Teacher Education: A Case Study of a Pre-Service Teacher’s Beliefs About Language Education.” Canadian Modern Language Review 75 (1): 40–64.
   Web of Science ®Google Scholar
• Canagarajah, S. 2011. “Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging.” Modern Language Journal 95 (3): 401–417.
   Web of Science ®Google Scholar
• Canagarajah, S. (Ed.). 2013. Literacy as Translingual Practice: Between Communities and Classrooms. New York: Routledge.
   Google Scholar
• Chen, F., S. C. Tsai, and W. Tsou. 2019. “The Application of Translanguaging in an English for Specific Purposes Writing Course.” English Teaching & Learning 43: 65–83.
   Web of Science ®Google Scholar
• Coste, D., D. Moore, and G. Zarate. 2009. Plurilingual and pluricultural competence: Studies towards a common European framework of reference for language learning and teaching. Strasbourg: Council of Europe Publishing.
   Google Scholar
• Creese, A., and A. Blackledge. 2010. “Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?” Modern Language Journal 94 (1): 103–115.
   Web of Science ®Google Scholar
• Cummins, J. 2020. “Dialogue/Response—Engaging Translanguaging Pedagogies in Language Classrooms.” In Plurilingual Pedagogies: Critical and Creative Endeavors for Equitable Language in Education, edited by S. M. C. Lau and S. Van Viegen, 205–214. Cham: Springer.
   Google Scholar
• Dault, C., and L. Collins. 2017. “Comparer pour mieux comprendre : perception d’étudiants et d’enseignants d’une approche interlangagière en langue seconde.” Language Awareness 26 (3): 191–210.
   Web of Science ®Google Scholar
• Doiz, A., and D. Lasagabaster. 2016. “Teachers’ Beliefs About Translanguaging Practices.” In Translanguaging in Higher Education: Beyond Monolingual Ideologies, edited by C. M. Mazak and K. S. Carroll, 157–176. Bristol: Multilingual Matters.
   Google Scholar
• Dörnyei, Z., and K. Csizér. 2012. “How to Design and Analyze Surveys in Second Language Acquisition Research.” In Research Methods in Second Language Acquisition: A Practical Guide, edited by A. Mackey and S. Gass, 74–94. Malden, MA: Blackwell Publishing Ltd.
   Google Scholar
• Faneca, R. M., M. H. Araújo e Sá, and S. & Melo-Pfeifer. 2018. “Les langues et cultures d’origine vues par les enseignants au Portugal.” Recherches En Didactique Des Langues et Des Cultures 15 (3): 0–19.
   Google Scholar
• Flores, N., and G. Aneja. 2017. “‘Why Needs Hiding?’ Translingual (re) Orientations in TESOL Teacher Education.” Research in the Teaching of English 51 (4): 441–463.
   Web of Science ®Google Scholar
• Galante, A. 2018a. “Examining Brazilian Foreign Language Policy and its Application in an EFL University Program: Teacher Perspectives on Plurilingualism.” In Global Perspectives on Language Education Policies, edited by J. Crandall and K. M. Bailey, 46–55. New York: Routledge.
   Google Scholar
• Galante, A. 2018b. “Plurilingual or Monolingual ? A Mixed Methods Study Investigating Plurilingual Instruction in an EAP Program at a Canadian University [University of Toronto].” https://tspace.library.utoronto.ca/handle/1807/91806
   Google Scholar
• Galante, A. 2018c. “Plurilingualism in Linguistically Diverse Language Classrooms: Respecting and Validating Student Identity.” In Interdisciplinary Research Approaches to Multilingual Education, edited by V. Kourtis-Kazoullis, T. Aravossitas, E. Skourtou, and P. Pericles Trifonas, 65–78. London: Routledge. 
   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, 11 (4): 551–580. doi:10.1515/applirev-2018-0116.
   Web of Science ®Google Scholar
• Galante, A. 2020. “Pedagogical Translanguaging in a Multilingual English Program in Canada: Student and Teacher Perspectives of Challenges.” System 92: 102274. doi:10.1016/j.system.2020.102274.
   Web of Science ®Google Scholar
• Galante, A., K. Okubo, C. Cole, N. Abd Elkader, N. Carozza, C. Wilkinson, C. Wotton, and J. Vasic. 2020. “English-Only is not the way to go:” Teachers’ Perceptions of Plurilingual Instruction in an English Program at a Canadian University.” TESOL Quarterly Journal in press 54 (4): 980–1009.
   Google Scholar
• Gallagher, F. 2020. “Considered in Context: EFL teachers’ Views on the Classroom as a Bilingual Space and Codeswitching in Shared-L1 and in Multilingual Contexts.” System 91: 102262. doi:10.1016/j.system.2020.102262.
   Web of Science ®Google Scholar
• García, O. 2009. Bilingual Education in the 21st Century: A Global Perspective. Malden, MA: Wiley Blackwell. www.journal.uta45jakarta.ac.id
   Google Scholar
• García, O., S. I. Johnson, and K. Seltzer. 2017. The Translanguaging Classroom: Leveraging Student Bilingualism for Learning. Philadelphia, PA: Caslon.
   Google Scholar
• García, O., and R. Otheguy. 2020. “Plurilingualism and Translanguaging: Commonalities and Divergences.” International Journal of Bilingual Education and Bilingualism 23 (1): 17–35.
   Web of Science ®Google Scholar
• García, O., & Wei, L. 2014. “Language, Bilingualism and Education.” In Translanguaging: Language, Bilingualism and Education, 46–62. London: Palgrave Macmillan.
   Google Scholar
• Haukås, Å. 2016. “Teachers’ Beliefs About Multilingualism and a Multilingual Pedagogical Approach.” International Journal of Multilingualism 13 (1): 1–18.
   Web of Science ®Google Scholar
• Iversen, J. Y. 2019. “Negotiating Language Ideologies: Pre-Service Teachers’ Perspectives on Multilingual Practices in Mainstream Education.” International Journal of Multilingualism 0 (0): 1–14.
   Google Scholar
• Lau, S. M. C., and S. Van Viegen, eds. 2020. Plurilingual Pedagogies: Critical and Creative Endeavors for Equitable Language in Education. Cham: Springer.
   Google Scholar
• Leonet, O., J. Cenoz, and D. Gorter. 2020. “Developing Morphological Awareness Across Languages: Translanguaging Pedagogies in Third Language Acquisition.” Language Awareness 29 (1): 41–59.
   Web of Science ®Google Scholar
• Lortie, D. 1975. Schoolteacher: A Sociological Study. Chicago: University of Chicago Press.
   Google Scholar
• Louie, B., and K. Davis-Welton. 2016. “Family Literacy Project: Bilingual Picture Books by English Learners.” The Reading Teacher 69 (6): 597–606.
   Web of Science ®Google Scholar
• Lüdi, G., and B. Py. 2009. “To be or not to be … a Plurilingual Speaker.” International Journal of Multilingualism 6 (2): 154–167.
   Google Scholar
• Ma, L. P. F. 2019. Examining the Functions of L1 use Through Teacher and Student Interactions in an Adult Migrant English Classroom. International Journal of Bilingual Education and Bilingualism, 22(4), 386–401.
   Web of Science ®Google Scholar
• Macaro, E. 2009. “Teacher Use of Codeswitching in the Second Language Classroom: Exploring ‘Optimal’ use.” In First Language Use in Second and Foreign Language Learning, edited by M. Turnbull, and J. Dailey-O’Cain, 35–49. Bristol: Multilingual Matters.
   Google Scholar
• Macaro, E., and L. Erler. 2008. “Raising the Achievement of Young-Beginner Readers of French Through Strategy Instruction.” Applied Linguistics 29 (1): 90–119.
   Web of Science ®Google Scholar
• Melo-Pfeifer, S. 2017. “Drawing the Plurilingual Self: How Children Portray Their Plurilingual Resources.” IRAL – International Review of Applied Linguistics in Language Teaching 55 (1): 41–60.
   Google Scholar
• Moore, D., and C. Sabatier. 2015. “Les approches plurielles et les livres plurilingues. De nouvelles ouvertures pour l’entrée dans l’écrit en milieu multilingue et multiculturel.” Nouveaux Cahiers de La Recherche En Éducation 17 (2): 32–65.
   Google Scholar
• Ortega, L. 2013. “SLA for the 21st Century: Disciplinary Progress, Transdisciplinary Relevance, and the bi/Multilingual Turn.” Language Learning 63: 1–24.
   Web of Science ®Google Scholar
• Otsuji, E., and A. Pennycook. 2010. “Metrolingualism: Fixity, Fluidity and Language in Flux.” International Journal of Multilingualism 7 (3): 240–254.
   Google Scholar
• Otwinowska, A. 2017. “English Teachers’ Language Awareness: Away with the Monolingual Bias?” Language Awareness 26 (4): 304–324.
   Web of Science ®Google Scholar
• Payant, C., and P. Bell. 2022. “Very Easy, It's an English Class, Therefore They Should not Rely on a French Text” English Language Teachers' Beliefs Regarding L1 Use for Literacy Instruction. Language Teaching for Young Learners 4 (1): 143–170.
   Google Scholar
• Paquet, P.-L., & Woll, N. 2021. “Debunking Student Teachers’ Beliefs Regarding the Target Language Only Rule.” In Multilingualism and Third Language Acquisition: Learning and Teaching Trends, edited by J. Pinto and N. Alexandre, 95–116. Berlin: Language Science Press.
   Google Scholar
• Payant, C. 2020. “Exploring Multilingual Learners’ Writing Practices During an L2 and an L3 Individual Writing Task.” Canadian Modern Language Review 76 (4): 313–334.
   Web of Science ®Google Scholar
• Payant, C., & Galante, A., eds. 2022. Plurilingualism and Translanguaging: Pedagogical Approaches for Empowerment and Validation [Special Issue]. TESL Canada Journal, 38(2).
   Google Scholar
• Payant, C., and Y. J. Kim. 2019. “Impact of Task Modality on Collaborative Dialogue among Plurilingual Learners: A Classroom-Based Study.” International Journal of Bilingual Education and Bilingualism 22 (5): 614–627.
   Web of Science ®Google Scholar
• Pennycook, A., & Otsuji, E. 2015. Metrolingualism: Language in the City. London: Routledge.
   Google Scholar
• Piccardo, E. 2019. “‘We are all (Potential) Plurilinguals’: Plurilingualism as an Overarching, Holistic Concept.” Cahiers de l’ILOB 10: 183–204.
   Google Scholar
• Portolés, L., and O. Martí. 2020. “Teachers’ Beliefs About Multilingual Pedagogies and the Role of Initial Training.” International Journal of Multilingualism 17 (2): 248–264.
   Web of Science ®Google Scholar
• Prasad, G. 2018a. “Building Students’ Language Awareness and Literacy Engagement Through the Creation of Collaborative Multilingual Identity Texts 2.0.” In Language Awareness in Multilingual Classrooms in Europe: From Theory to Practice, edited by C. Hélot, C. Frijns, K. van Gorp, and S. Sierens, 207–234. Berlin: De Gruyter Mouton.
   Google Scholar
• Prasad, G. 2018b. “But do Monolingual People Really Exist?’ Analysing Elementary Students’ Contrasting Representations of Plurilingualism Through Sequential Reflexive Drawing.” Language and Intercultural Communication 18 (3): 315–334.
   Web of Science ®Google Scholar
• Prasad, G. 2020. “How Does it Look and Feel to be Plurilingual?’: Analysing Children’s Representations of Plurilingualism Through Collage.” International Journal of Bilingual Education and Bilingualism 23 (8): 902–924.
   Web of Science ®Google Scholar
• Séror, J. 2021. “Plurilingualism in Digital Spaces.” In The Routledge Handbook of Plurilingual Language Education, edited by E. Piccardo, A. Germain-Rutherford, and G. Lawrence, 449–464. New York: Routledge.
   Google Scholar
• Shulman, L. S. 1987. “Knowledge and Teaching: Foundations of the New Reform.” Harvard Educational Review 57 (1): 1–21.
   Web of Science ®Google Scholar
• Soares, C. T., J. Duarte, and M. Günther-van der Meij. 2020. “Red is the Colour of the Heart’: Making Young Children’s Multilingualism Visible Through Language Portraits.” Language and Education 35 (1): 22–41.
   Web of Science ®Google Scholar
• Storch, N., and G. Wigglesworth. 2003. “Is There a Role for the use of the L1 in an L2 Setting?” TESOL Quarterly 37 (4): 760–770.
   Web of Science ®Google Scholar
• Thibeault, J., and I. A. Matheson. 2020. “The Cross-Linguistic Reading Strategies Used by Elementary Students in French Immersion as They Engage with Dual-Language Children’s Books.” Canadian Modern Language Review 76 (4): 375–394.
   Web of Science ®Google Scholar
• Tian, Z., L. Aghai, P. Sayer, and J. L. Schissel, eds. 2020. Envisioning TESOL Through a Translanguaging Lens: Global Perspectives. Cham: Springer.
   Google Scholar
• Vogel, S., L. Ascenzi-Moreno, and O. García. 2018. “An Expanded View of Translanguaging: Leveraging the Dynamic Interactions Between a Young Multilingual Writer and Machine Translation Software.” In Plurilingualism in Teaching and Learning: Complexities Across Contexts, edited by J. Choi and S. Ollerhead, 89–106. London: Taylor & Francis.
   Google Scholar
• Wach, A., and F. Monroy. 2020. “Beliefs About L1 use in Teaching English: A Comparative Study of Polish and Spanish Teacher-Trainees.” Language Teaching Research 24 (6): 855–873.
   Web of Science ®Google Scholar
• Woll, N. 2020. “Towards Crosslinguistic Pedagogy: Demystifying pre-Service Teachers’ Beliefs Regarding the Target-Language-Only Rule.” System 92.
   Web of Science ®Google Scholar
• Yi, Y. 2010. “Adolescent Multilingual Writers’ Transitions Across in- and out-of-School Writing Contexts.” Journal of Second Language Writing 19 (1): 17–32.
   Web of Science ®Google Scholar