Looking at Language Teaching 2023 - Speaker Series 

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Event

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Presented by McGill’s School of Continuing Studies, Looking at Language Teaching 2023 - Speaker Series will showcase experts on various subjects relevant to language teaching today.

This series will:

  • Present talks that will focus on current topics in language teaching with a view to understanding how language teachers both shape and are shaped by language learning theory.
  • Encourage participants to critically examine current theory, reflect on their own teaching practices, and grow professionally as language teachers.

Looking at Language Teaching 2023 - Speaker Series is an opportunity for:

  • Those with an interest in and passion for all things language teaching
  • Anyone looking to share perspectives, techniques, and information
  • Those looking to make meaningful connections and exchange best practices

Upcoming Events

 Rethinking How We Teach to Empower the Language Learner by Angelica Galante,PhD

Plurilingual Pedagogies in University Language Programs: Rethinking How We Teach to Empower the Language Learner

Date: Friday January 27th, 2023
Time: 1:30 to 3:00 pm
Online
 

Scholars in Applied Linguistics and Language Education research have urgently called for the development of inclusive language pedagogies that embrace the linguistically and culturally diverse repertoires of language learners. In multilingual contexts, such as Montreal, embracing learners’ repertoires and diverse identities is not only important but fundamental to address social and ethical issues of equity, diversity, inclusion and decoloniality in education.

In this talk, Angelica Galante will explain the theoretical framework of plurilingualism and provide examples of research-informed pedagogical applications in language programs. She will then present results of classroom research she has conducted in the past 10 years with language teachers and learners of different languages (English, French, Spanish, Arabic) experimenting with plurilingual pedagogies in three different settings: Toronto, Montreal and São Paulo.

Results consistently show that plurilingual pedagogies provide a non-hierarchical model of language teaching which facilitates bottom-up approaches, and learner and teacher agency. Results also show student empowerment, development of vocabulary and plurilingual and pluricultural competence, criticality, and empathy, among many other affordances.

She will conclude the presentation by discussing the affordances of plurilingual pedagogies in university language programs, and how the theoretical framework of plurilingualism requires language teachers to rethink their pedagogical practices and beliefs when teaching in superdiverse educational settings.

About Angelica Galante, PhD, Assistant Professor at McGill University

Angelica Galante is an Assistant Professor in Language Education at McGill University, Director of the Plurilingual Lab, and President of the Canadian Association of Applied Linguistics. Her research examines language pedagogy in multilingual and superdiverse settings, affordances of plurilingual pedagogies, social and emotional factors in language development, plurilingual and pluricultural competence development, and language teacher education. She is the recipient of the prestigious 2019 Pat Clifford Awar for Excellence in Educational Research by the EdCan Network, and the 2021 Heather Reisman and Gerald Schwartz Award for Excellence in Teaching. Her work can be found in journals such as Applied Linguistics, TESOL Quarterly, International Journal of Multilingualism, and Applied Linguistics Review.


Narratives of Language Learning and Identity Construction of Plurilingual Well-Educated Immigrants in Quebec: Pedagogical Implications  

Date: Friday March 17th, 2023 
Time: 2:30 to 4:00 pm
Online
 

This talk is based on a study that explores the trajectories of skilled and well-educated immigrants, and their investment in language learning, identity construction, and integration in Montreal. Many immigrants to Quebec are well-educated and know multiple languages. Their plurilingual repertoires are further developed when they learn French and English in Quebec. The study investigated the experiences of ten plurilingual immigrants as regards their expectations and concerns through their investment in language and integration.

The findings revealed that participants perceived plurilingualism (after migration to Quebec) as cultural capital, providing a sense of empowerment and resulting in the privilege of gaining easy acceptance in the new society and its labour market. Their unsuccessful employment scenarios and social adaptation, however, disproved (or challenged) an earlier assumption.

Overall, examining participants’ narratives brought out three themes which principally guided data collection:

  1. Investing in language learning strategies and cultural capital
  2. Re-negotiating multiple identities in mobility
  3. Expressing a desire for greater social receptiveness.

The study has elucidated how immigrants’ linguistic and social integration into the economic and sociocultural fabric of Quebec can be more seamlessly achieved. The implications of the study for language teaching and learning will be discussed.

About Mehdi Babaei, PhD Faculty Lecturer McGill Writing Centre

Mehdi Babaei is a Faculty Lecturer at the McGill Writing Centre. Since 2014, Mehdi has taught undergraduate and graduate academic writing and various language courses at McGill's Faculty of Education, School of Continuing Studies, and the McGill Writing Centre. With a PhD in Educational Studies, Second Language Education, Mehdi has contributed to research on prior learning and assessment recognition, language and identity issues amongst plurilingual immigrants, and reflective teaching practices. Mehdi has been an active member of a Montreal research group called BILD (Belonging, Identity, Language and Diversity), to which he has been a regular contributor through publishing blog posts.

 

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