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Angelica Galante

Academic title(s): 

Assistant Professor

Angelica Galante
Contact Information
Email address: 
angelica.galante [at] mcgill.ca
Department of Integrated Studies in Education

Dr. Galante has an extensive career as an English as a second/foreign language teacher, drama educator, curriculum designer, teacher trainer, pedagogical coordinator, and language researcher. Prior to joining McGill University, she held positions in Language Education and Applied Linguistics at Concordia University (tenure track), University of Toronto, York University and Brock University. A plurilingual herself, Dr. Galante speaks Brazilian Portuguese, English and Spanish, and a little Italian. She is also a language learner and is currently studying French.

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, Cégeps), NGOs, and in the classroom.

Research topics of interest: plurilingual and multilingual approaches to language teaching and learning; classroom-based research; translanguaging; plurilingual and pluricultural competence (PPC); identity and language learning; drama/theatre in language learning; cognition and emotion; critical sociolinguistics; mixed methods research (qualitative and quantitative); ethnography.

Dr. Galante is Director of McGill University’s Plurilingual Lab and Co-chair (with Dr. Mela Sarkar) of the Multidisciplinary Approaches in Language Policy and Planning (LPP) conference.

Research Lab: Plurilingual Lab

Language Pedagogy Website: Breaking The Invisible Wall



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

Current research: 
  • 2016-2018 Empowering “refugee” teachers in a Brazilian NGO as plurilingual teachers (Principal Investigator) Supported by: OISE/University of Toronto
Selected publications: 

Galante, A., Okubo, K., Cole, C., Abd Elkader, N., Wilkinson, C., Carozza, N., Wotton, C., & Vasic, J. (in press). “English-only is not the way to go:” Teachers’ perceptions of plurilingual instruction in an English program at a Canadian university. TESOL Quarterly Journal.

Video abstract: https://youtu.be/4SpPWUPjrBA

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: 0.1515/applirev-2018-0116

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. & 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.

Video Abstract: https://www.youtube.com/watch?v=hYUUc5ZMiyo


Coelho, D., Galante, A., & Pires, A. (2016). Online collaborative learning: Implementing a project with Edmodo. The Electronic Journal for English as a Second Language, 19(4), 1–15.

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 Refereed Book Chapters

Galante, A. (accepted). 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. Springer

Galante, A. (in press). 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. Springer.

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). 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). New York, NY: Routledge. Retrieved from

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). New York, NY: Routledge.

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). New York, NY: Springer.


Selected Public Access Articles

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.

Selected talks and presentations: 

Galante, A. (May, 2019). Plurilingualism for teaching all languages. Invited paper presentation at the Languages Without Borders/Langues sans frontières conference from the Canadian Association of Second Language Teachers. Fredericton, NB.

Galante, A. (May, 2019). Practical applications and tasks for including plurilingual and pluricultural competence in the second language classroom. Invited workshop presentation at the Languages Without Borders/Langues sans frontières conference from the Canadian Association of Second Language Teachers. Fredericton, NB.

Galante, A. (May, 2019). Innovative pedagogical practices for second language teacher training. Discussant in bilingual symposium at the Second Language Pedagogies Conference. Sherbrooke, QC.

Galante, A. (May, 2019). “Bonjour, Hi:” From bilingual language separation to plurilingual language integration. Invited talk at the Discourses in Diversity: Plurilingual Perspectives conference at Vanier College. Montreal, QC.

Galante, A. (April, 2019). How does it feel to use that word? Linking cognition and emotion for social transformation. Invited talk at the Arts and Multimedia Language Facility at McGill University. Montreal, QC.

Galante, A. (Feb, 2019). Is Canada really bilingual? Rethinking communicative competence in linguistically and culturally diverse contexts. Invited talk at the Belonging, Identity, Language, and Diversity Speaker Series at McGill University. Montreal, QC.

Galante, A. (January, 2019). Plurilingual instruction in English language teaching in Canada: teachers and students’ perceptions of affordances and challenges. Talk at OISE/University of Toronto. Toronto, ON.

Piccardo, N., North, B., & Galante, A. (August, 2018). From language policy to pedagogical practice: The role of mediation and plurilingualism in language education. Invited colloquium at the Multidisciplinary Approaches in Language Policy and Planning Conference. Toronto, ON.

Galante, A. (May, 2018). Language for social cohesion: Toward plurilingualism and pluriculturalism in language education. Invited Presentation at OECD's 4th Policy Forum – Strength through Diversity: Social Emotional Learning to Foster a Sense of Belonging for Immigrant and Refugee Learners. Fredericton, NB.

Link: http://www.oecd.org/education/school/6-4th-Forum-Galante.pdf

Galante, A. (2017, October). Conceptualizing a study: from teaching experience to academic research. Invited lecture presented at Brock University, St. Catharines, ON.

Galante, A. (2017, July). Harnessing students’ linguistic and cultural repertoire for new language learning. Invited professional development session for teachers at Escola Municipal de Ensino Infantil (EMEI) Dona Leopoldina, São Paulo, Brazil.

Galante, A. (2017, June). Benefits of plurilingual tasks in language teaching. Lecture presented at the Department of Spanish and Portuguese at the University of Toronto, Toronto, ON.

Galante, A. (2017, February). Practical applications of plurilingualism in ELT. Invited lecture presented at OISE/University of Toronto, Toronto, ON.

Awards, honours, and fellowships: 

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 graduate work in multilingualism at the American Association for Applied Linguistics (AAAL, USA)

2017 Senior Doctoral Fellowship, International Foundation Program, New College/University of Toronto

2016 Doctoral Dissertation Award, The International Research Foundation for English Language Education (TIRF, USA)

2016 Social Sciences and Humanities Research Council Doctoral Fellowship

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