Dr. Galante’s research interests are rooted in social justice, inclusive education and critical sociolinguistics. She is also interested in working with linguistically and culturally minoritized student populations and communities (e.g., immigrants, people in situation of refuge, international students, minority groups). Her work primarily takes place in schools, higher education (e.g., universities, colleges), NGOs, and in the classroom.
Areas of expertise:
- plurilingual and multilingual education
- plurilingual and pluricultural competence (PPC)
- classroom-based research
- identity and language learning
- drama/theatre in language learning
- teacher education
- critical sociolinguistics
- mixed methods research (qualitative and quantitative)
Director of McGill University’s Plurilingual Lab
Member of McGill’s Interdisciplinary Language Acquisition Program (LAP)
Member of the Executive Council of the Canadian Association of Applied Linguistics (ACLA/CAAL)
Ph.D. Language Literacies and Education, Ontario Institute for Studies in Education (OISE)/University of Toronto, Ontario, Canada Thesis title: Plurilingual or monolingual? A mixed methods study investigating plurilingual instruction in an EAP program at a Canadian university
M.A. in Applied Linguistics – TESL, Brock University, Ontario, Canada, Thesis title: The effects of drama on oral fluency and language anxiety: An exploratory study
B.A. English Literature and Linguistics (honours), Universidade de São Paulo, São Paulo, Brazil
B.Ed. Second Language Education, Universidade de São Paulo, São Paulo, Brazil
Theatre Certificate (Acting), Senac São Paulo, São Paulo, Brazil
2021 Heather Reisman and Gerald Schwartz Award for Excellence in Teaching, McGill University/Faculty of Education
2019 Pat Clifford Award for Excellence in Early Career Research in Education, EdCan Network
2018 Leithwood Award for Best Dissertation of the Year, OISE/University of Toronto
2018 Multilingual Matters Award for Best Work in Multilingualism, American Association for Applied Linguistics (AAAL, USA)
2016 Doctoral Dissertation Award, The International Research Foundation for English Language Education (TIRF, USA)
- 2021-present. PluriDigit: Supporting and Assessing Language Teaching and Learning through Plurilingual and Digital Pedagogy (Principal Investigator). Supported by the Social Sciences and Humanities Research Council
- 2021-present. Advancing Agency in Language Education (Role: Co-Principal Investigator w/ Enrica Piccardo as Principal Investigator). Supported by the Social Sciences and Humanities Research Council
- 2019-2022. Facilitating the Shift from Monolingual to Plurilingual Language Teaching (Principal Investigator). Supported by: Fonds de Recherche du Québec – Société et Culture (FRQ–SC)
- 2018-2020. Examining Canadian Residents’ Plurilingual and Pluricultural Competence and Identities (Principal Investigator)
Galante, A. (2021). Translation as a pedagogical tool in multilingual classes: Engaging the learner's plurilingual repertoire. Translation and Translanguaging in Multilingual Contexts Journal, 7(1), 106-123. doi: 10.1075/ttmc.00064.gal
Galante, A. (2020). Plurilingual and pluricultural competence (PPC) scale: The inseparability of language and culture. International Journal of Multilingualism. doi: 10.1080/14790718.2020.1753747
Galante, A. (2020). Pedagogical translanguaging in a multilingual English program in Canada: Student and teacher perspective of challenges. System Journal. doi: 10.1016/j.system.2020.102274
Galante, A. (2020). Translanguaging for vocabulary improvement: A mixed methods study with international students in a Canadian EAP program. In T. Zhongfeng, L. Aghai, P. Sayer & J. L. Schissel (Eds.), Envisioning TESOL through a translanguaging lens (pp. 93-328). Springer.
Galante, A. (2020). Plurilingualism and TESOL in two Canadian postsecondary institutions: Towards context-specific perspectives. In S. M. C. Lau & S. Van Viegen (Eds.), Plurilingual pedagogies: Critical and creative endeavours for equitable language in education (pp. 237-252). Springer.
Galante, A., Okubo, K., Cole, C., Abd Elkader, N., Wilkinson, C., Carozza, N., Wotton, C., & Vasic, J. (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, 54(4), 980-1009. doi: 10.1002/tesq.584 Watch video abstract here.
Galante, A., Okubo, C. Cole, C., Abd Elkaber, Carozza, N. Wilkinson, C., Wotton, C., Vasic, J. (2019). Plurilingualism in higher education: A collaborative initiative for the implementation of plurilingual tasks in an English for Academic Purposes program at a Canadian university. TESL Canada Journal, 36(1), 121–133. doi: 10.18806/tesl.v36i1.1305
Galante, A. (2019). “The moment I realized I am plurilingual”: Plurilingual tasks for creative representations in EAP at a Canadian university. Applied Linguistics Review. Advance online publication. doi: 10.1515/applirev-2018-0116
Galante, A. (2019). Plurilingualism in linguistically diverse language classrooms: Respecting and validating student identity. In V. Kourtis-Kazoullis, T. Aravossitas, E. Skourtou & P. P. Trifonas (Eds.), Interdisciplinary research approaches to multilingual education (pp. 65–78). New York, NY: Routledge.
Galante, A. (2018). Drama for L2 speaking and language anxiety: Evidence from Brazilian EFL learners. RELC Journal, 49(3), 273–289. doi: 10.1177/0033688217746205
Galante, A. (2018). Linguistic and cultural diversity in language education through plurilingualism: Linking the theory into practice.In P. P. Trifonas & T. Aravossitas (Eds.), International handbook on research and practice in heritage language education (pp. 313–329). Springer.
Piccardo, E. & Galante, A. (2018). Plurilingualism and agency in language education: The role of dramatic action-oriented tasks. In J.Choi & S. Ollerhead (Eds.), Plurilingualism in learning and teaching: Complexities across contexts (pp. 147-164). Routledge.
Galante, A. (2018). Examining foreign language policy and its application in an EFL university program: teacher perspectives on plurilingualism. In K. Bailey & J. Crandall (Eds.), Global perspectives on educational language policies (pp. 46-55). Routledge.
Galante, A. & Thomson, R. I. (2017). The effectiveness of drama as an instructional approach for the development of L2 fluency, comprehensibility, and accentedness. TESOL Quarterly Journal, 51(1), 115–142. doi: 10.1002/tesq.290. Watch video abstract here.
Galante, A. (2015). Intercultural communicative competence in English language teaching: Towards validation of student identity. Brazilian English Language Teaching Journal, 6(1), 29–39.
Galante, A. (2015). Conectando a realidade plurilingue brasileira ao ensino de língua portuguesa e o letramento digital. Revista Saberes, 2(1), 32–43.
Galante, A. (2014). Developing EAL learners' intercultural sensitivity through a digital literacy project. TESL Canada Journal, 32(1), 53–66.
Selected Professional Publication:
Galante, A. (2021, February). Much more than a bilingual country: A call for plurilingual education in Canada. EdCan Network.
Galante, A. (2021, février). Bien plus qu'un pays bilingue : Un appel à l’éducation plurilinguistique au Canada. EdCan Network.
El Mahmoud, A., & Galante, A. (2020). Complexity theory and translanguaging as pedagogy for ESL leaner empowerment. Contact Magazine, 46(3), 5-12.
Galante, A. (2019, January). It's time to change the way we teach English. The Conversation Canada.
Galante, A. (2018). From monolingual to plurilingual: Toward a paradigm shift in TESOL. TESOL Convention’s Applied Linguistics Newsletter.
Galante, A. (2014). English language teaching in the post-method era. Contact Magazine, 40(4), 57–62.