Dr. Galante is originally from São Paulo, Brazil, where she worked as an English as a foreign language teacher, drama educator, curriculum designer, and pedagogical coordinator for many years. Dr. Galante completed her graduate studies in Ontario, Canada, where she also taught English for academic purposes and language instruction for immigrants at the college level. Prior to joining McGill University, she held positions in Language Education and Applied Linguistics at Concordia University, 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 taking French language courses.
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
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
- 2019-2022 Facilitating the shift from monolingual to plurilingual language teaching (Enseignement des langues: faciliter la transition du monolinguisme au plurilinguisme) (Principal Investigator) Supported by: Fonds de Recherche du Québec – Société et Culture (FRQ–SC) Soutien à la recherché pour la relève professorale (NP) $52,453
- 2018-2019 Examining the linguistic and cultural experiences of Canadian residents (Principal Investigator) Supported by: Concordia University Internal Research Grant $10,000
- 2016-2018 Empowering “refugee” teachers in a Brazilian NGO as plurilingual teachers (Principal Investigator) Supported by: OISE/University of Toronto
Galante, A., Okubo, C. Cole, C., Abd Elkaber, Carozza, N. Wilkinson, C., Wotton, C., Vasic, J. (in press). 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
Galante, A. Thomson, R., & Piccardo, E. (accepted). Pronunciation instruction with a focus on intelligibility: Demystifying the need for native-like accent. TESL Canada Journal.
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
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.
Galante, A. (forthcoming). Plurilingualism and TESOL in two Canadian postsecondary institutions: Towards context-specific perspectives. In S. Lau & S. Stille (Eds.), Plurilingual pedagogies: Critical and creative endeavours for equitable language (in) education. Toronto: 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.
2018 Leithwood Award for best OISE dissertation of the year
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 from The International Research Foundation for English Language Education (TIRF, USA)
2016 Social Sciences and Humanities Research Council Doctoral Fellowship
2015 Ontario Graduate Doctoral Scholarship