Angelica Galante

Academic title(s): 

Assistant Professor

Angelica Galante
Contact Information
Email address: 
angelica.galante [at]

President of the Canadian Association of Applied Linguistics (ACLA/CAAL)

Director of McGill University’s Plurilingual Lab

Member of McGill’s Interdisciplinary Language Acquisition Program (LAP)



Plurilingual Lab
Breaking The Invisible Wall
Google Scholar


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

Research Interests

  • Plurilingual and multilingual education
  • Translanguaging
  • Language pedagogy
  • 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

Selected Awards:

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)

Selected Research:

Selected Publications:

Book Cover

Book Cover

Galante, A. (2022). Translanguaging drama: Embracing learners’ perezhivanie for embodiment of the repertoire. International Journal of Bilingualism and Bilingual Education.

Piccardo, E., Lawrence, G., Germain-Rutherford, A., & Galante, A. (Eds.) (2022). Activating linguistic and cultural diversity in the language classroom. Springer.

Galante, A., Chiras, M., dela Cruz, J. W. N., & Zeaiter, L. (2022). Plurilingual guide: Implementing critical plurilingual pedagogy in language education. Plurilingual Lab Publishing.

Payant, C., & Galante, A. (2022). Plurilingualism and translanguaging: Pedagogical approaches for empowerment and validation – An introduction. TESL Canada Journal, 38(2), vi-xiii.

Galante, A. (2021). Affordances of plurilingual instruction in higher education: A mixed methods study with a quasi experiment in an English language program. Applied Linguistics, 43(2), 316-339.

Galante, A., & Piccardo, E. (2021). Teaching pronunciation: Toward intelligibility and comprehensibility. ELT Journal. doi: 10.1093/elt/ccab060

Galante, A., & dela Cruz, J. W. N. (2021). Plurilingual and pluricultural as the new normal: An examination of language and identity in the multilingual city of Montréal. Journal of Multilingual and Multicultural Development,

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/

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.

Tenure-Track Professors
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