Translanguaging scholars have debated whether dismantling boundaries between "named" languages is necessary for social justice in education. To explore this issue, we examined teachers' reported use of named languages or translanguaging in classroom activities. We used a survey as an interview protocol to compare the extent to which four…

This paper explores the role of intersectional reflexivity in conducting an autoethnographic exploration of personal transformation within academic research. Using autoethnographic data from regular journaling, I illustrate my shift from a profoundly ingrained positivist research mode toward embracing alternative theoretical traditions that…

This study contributes to the understanding of attitudes towards monolingual and code-switched varieties by examining the perceptions of 95 bilinguals towards Manitoban French, Canadian English and code-switching in Manitoba, a Canadian province where French is a minority language with official federal status. By means of a matched-guise test, we…

Research has underlined the importance of communicative competence in order for newcomers to succeed and build resilience in their adopted homeland. Studies on this topic, however, have generally assumed the primacy of linguistic competence as the principal locus of investigation without paying due attention to the nuances of how new immigrants…

This study brings together translanguaging and critical multilingual language awareness (CMLA) (García, 2015, 2017) to examine how teacher candidates (TCs) prepare to support multilingual learners in elementary classrooms. Data was drawn from four TCs in a teacher education course on supporting multilingual learners in Ontario, Canada. Research…

The purpose of this research is to understand how teacher candidates take-up, critique and push beyond new learning about supporting multilingual students of refugee background in the spaces where they are learning to teach. This qualitative case study design combines observations, interviews, and document analysis across three sections of a…

During their kindergarten placements, teacher candidates are learning to teach with young children who may be experiencing linguistic and racial hierarchies in a formal institutional setting for the first time. The purpose of this research is to understand how teacher candidates make sense of the socially constructed boundaries of language and…

The creative and dynamic practices that multilinguals perform with linguistic and non-linguistic features such as the body, movement, senses, and space have been documented as integral to their repertoire. Drawing on interdisciplinary literature, this article advances the concept of the repertoire through "translanguaging drama" as a…

Drawing on findings from an ethnographic study of the writing practices of three plurilingual writers in Toronto, Canada, this article focuses on the translingual practices that these writers engaged with and discusses how these practices enriched their writing processes and products both in English and in their mother tongues. The author explains…

Translanguaging effectively affirms international students' diverse language practices and linguistic and cultural identities. Although it may appear evident that their multilingual and multicultural identities and experiences inevitably influence their translanguaging experiences, few studies have examined how their identities affect their…

This study examines pre-service teacher candidates' (TCs) stances and use of translanguaging and multimodality to support K-12 multilingual learners' writing. Data were drawn from a course on supporting multilingual learners in a teacher education program in Ontario. Data sources were responses to the Pedagogical Content Knowledge for…

For decades, language and literacy scholars working within a sociocultural framework have laboured to bring attention to the strengths of marginalized students in an effort to create more inclusive and equitable learning environments (e.g., Cummins, 2000; Dyson, 1997; González et al., 2005; Heath, 1983). While this work has moved the field forward…

Fifteen-month-olds have difficulty detecting differences between novel words differing in a single vowel. Previous work showed that Australian English (AusE) infants habituated to the word-object pair DEET detected an auditory switch to DIT and DOOT in Canadian English (CanE) but not in their native AusE (Escudero et al., 2014). The authors…

Plurilingualism is an inclusive language teaching approach to sustain multilingual societies, but there is little investigation on teacher candidates' (TCs) beliefs and challenges before and after its implementation. This interpretive qualitative study introduced plurilingualism in teacher education at a Canadian university. Sixteen TCs…

Learning Mandarin Chinese as a heritage or additional language at Chinese complementary schools has long been a tradition for many Asian Canadians. However, research that looks at teachers' experiences and perceptions in Canadian settings, especially the power dynamics embedded in biliteracy development at complementary schools, is scant.…