Check out our most recent publications!

Articles, Books & Chapters (past 6 years)


Ballinger, S., Fielding, R., & Tedick, D. (Eds.) (2024). Teacher development for content-based language education: International perspectives. Multilingual Matters.

Ballinger, S., Learning, A., Genesee, F., Erdos, C., & Langevin, A. (2024). Professional development and teacher content-language awareness in Canadian French immersion. In S. Ballinger, R. Fielding, & D. Tedick (Eds.), Teacher development for content-based language education: International perspectives. Multilingual Matters.

Ballinger. S., Tedick, D., & Fielding, R. (2024). Introduction: A proposal for change in content and language integrated teacher education. In S. Ballinger, R. Fielding, & D. Tedick (Eds.), Teacher development for content-based language education: International perspectives. Multilingual Matters.

Huang, Y., Luk, G., & Ballinger, S. (Accepted, Feb. 2024). An exploratory study of mainland Chinese parents’ ideology about bilingualism and bilingual education. Journal of Multilingual and Multicultural Development.

Galante, A., & dela Cruz, J. W. N. (2024). The fall of bilingualism: Teacher candidates’ voices on the implementation of critical plurilingualism in English language teaching. International Multilingual Research Journal, 1–20.

Kalan, A. (2024). Towards a posthumanist sociomaterial conceptualization of intercultural rhetoric. Journal of Rhetoric, Professional Communication, and Globalization, 12(1), 1-21.

Kalan, A. (2024). Can separatist ethnonationalist movements create new states with inclusive language policies? Evidence from the Iranian plateau. Fórum Linguístico, 20(4), 9768-9784.

Zhao, P., & Call-Cummings, M. (2024). Double writing in feminist public-and community-engaged research: A dialogue and a reflection. In The Routledge International Handbook of Transdisciplinary Feminist Research and Methodological Praxis (pp. 368-379). Routledge.


Huang, Y., Lee, A., & Ballinger, S. (Published online, August 2023). The effects of peer feedback in English pronunciation practice by second language learners in a mobile-assisted language learning context. Journal of Second Language Pronunciation. DOI:

Quirk, E., Brouillard, M., *Ahooja, A., Ballinger, S., Polka, L., Byers-Heinlein, K., & Kircher, R. (Published online, March 2023). Quebec-based parents’ concerns regarding their children’s multilingual development. International Journal of Multilingualism, DOI: 10.1080/14790718.2023.2184475

Edwards, W., & Kalan, A. (2023). Addressing the subjugation of knowledge in educational settings through structuration of teacher research. Canadian Journal of Action Research, 24(1), 56-80 

Galante, A., Zeaiter, L., dela Cruz, J. W. N., Mass, N., Lee, L., Aronson, J., Oliveira, D. S., & Teodoro-Torres, J. A. (2023). Digital plurilingual pedagogies in foreign language classes: Empowering language learners to speak in the target language. The Language Learning Journal.

Fielding, R., Galante, A., Bonar, G., Wang, M., & God, Y. (2023). Teaching for intercultural understanding: To what extent do curriculum documents encourage transformative intercultural experiences? Journal of Multilingual and Multicultural Development. https://doi/full/10.1080/01434632.2023.2170390

Zhao, P., & Li, P. (2023). The Affordances of videoconferencing technology for doing interviews with children online: Methodological explorations based on a critical ethnography. Qualitative Inquiry29(10), 1033-1044.
Zhao, P., Lester, J. N., & Paulus, T. (2023). Digital worlds and our folding realities: Implications for qualitative Inquiry. Qualitative Inquiry29(10), 1064-1074.
Palmer, D., Furlong, D. E., Silberstein, S., Elfreich, A., Dennis, B., Zhao, P., Bose, S., Carspecken, L., Housh, K., Márquez-Lameda, R. D., Saxena, P., & Washington, S. (2023). Feminist collective interpretation: Interpretation as analysis. Qualitative Inquiry, 0(0).
Zhao, P. (2023). Working the hyphens in contemporary China: Reconsidering researcher-participant relationship in an authoritarian state. International Journal of Qualitative Studies in Education36(4), 559-572.


Ahooja, A., Brouillard, M., Quirk, E., Ballinger, S., Polka, L., Byers-Heinlein, K., & Kircher, R. (2022). Family language policy among Québec-based parents raising multilingual infants and toddlers: A study of resources as a form of language management. Journal of Multilingual and Multicultural Development,

Gagné, A., Kalan, A., & Herath, S. (Eds.) (2022). Critical action research challenging neoliberal language and literacies education: Auto and duoethnographies of global experiences. Peter Lang.

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

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

Galante, A., dela Cruz, J. W. N., Chiras, M., Zeaiter, L. (2022). Challenging monolingual norms: TESL teacher education to advance learners’ plurilingual and pluricultural awareness. In R. Fielding (Ed.), Multilingualism, identity and interculturality in education (pp. 91-120). Springer.

Galante, A., & Chen, L. (2022). Advancing plurilingual and pluricultural competence in the language classroom. In E. Piccardo, G. Lawrence, A. Germain-Rutherford & A. Galante (Eds.), Activating linguistic and cultural diversity in the language classroom. Springer.

Galante, A., & Schmor, R. (2022). Introduction: The need for innovation in language education. In E. Piccardo, G. Lawrence, A. Germain-Rutherford & A. Galante (Eds.), Activating linguistic and cultural diversity in the language classroom. Springer.

Kalan, A. (2022). Negotiating writing identities across languages: Translanguaging as enrichment of semiotic trajectories. TESL Canada Journal, 38(2), 63-87.

Kalan, A. (2022). COVID-19, an opportunity to deindustrialize writing education. In I. Fayed, & J. Cummings (Eds.), Teaching in the post COVID-19 era: World education dilemmas, teaching innovations and solutions in the age of crisis (pp. 511-519). Springer.

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

Payant, C., & Galante, A. (2022). Le plurilinguisme et le translanguaging : Approches pédagogiques pour la valorisation et la reconnaissance de la pluralité – une introduction. TESL Canada Journal, 38(2), xiv-xxii.

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

Piccardo E., Antony-Newman, M., Schmor, R., Lawrence, G., Galante, A., Germain-Rutherford, A., & Scholze, A. (2022) All things interconnected: Activating holistic, dynamic and diverse perspectives in the enactment of innovative language education. In Piccardo E., Lawrence G., Germain-Rutherford A., Galante A. (Eds), Activating linguistic and cultural diversity in the language classroom. Springer.

Zhao, P., & Silberstein, S. (2022). Not waves but ripples: re-worlding and counter-worlding of intergenerational feminism. International Journal of Qualitative Studies in Education35(10), 1052-1066.
Zhao, P., Palmer, D., Silberstein, S., Elfreich, A., Bose, S., Washington, S., … Dennis, B. . (2022). You are my way to the universe: Critical Collective Research Through Feminist Community Building. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 23(3).
Dennis, B., & Zhao, P. (2022). Storyworlding: an outline of the philosophic commitments and research applications of a new feminist methodology.International Journal of Qualitative Studies in Education35(10), 1036-1051.


Ballinger, S. (2021). Oral corrective feedback in content-based contexts. In H. Nassaji & E. Kartchava (Eds.), The Cambridge handbook of corrective feedback in second language learning and teaching (pp. 539-558). Cambridge University Press.

Ballinger, S., Lau, S. M. C., & Quevillon Casse, C. (2020) Cross-linguistic pedagogy: Harnessing transfer in the classroom. The Canadian Modern Language Review / La revue canadienne des langues vivantes, 76,(4). 265-277.

Chiras, M., & Galante A. (2021) Policy and pedagogical reform in higher education: Embracing multilingualism. In Raza K., Coombe C., Reynolds D. (Eds), Policy development in TESOL and multilingualism (pp. 13–24). Springer.

Davies, S., Ballinger, S., & Sarkar, S. (2021). "More languages means more lights in your house"" Illuminating the experiences of newcomer families in French immersion. Journal of Immersion and Content-Based Language Education. doi: 10.1075/jicb.20015.dav

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.

Galante, A. (2021). Plurilingual teachers in a monolingual disguise: Linguistic landscapes and language pedagogy in two Brazilian language programmes. In Piccardo, E., Germain-Rutherford, A., Lawrence, G. (2021). The Routledge handbook of plurilingual language education. (pp. 409-416) Routledge.

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

Kalan, A. (2021). Sociocultural and power-relational dimensions of multilingual writing: Recommendations for deindustrializing writing education. Multilingual Matters.

Kalan, A. (2021). A Rhetoric of Protest [poetry]. The College English Association Mid-Atlantic Review. 29, 78-79.

Kalan, A. (2021). Writing in times of Crisis: A theoretical model for understanding genre formation. In E. B. Hancı-Azizoğlu, & M. Alawdat (Eds.), Rhetoric and sociolinguistics in times of global crisis. IGI Global.

Kircher, R., Quirk, E., Brouillard, M., Ahooja, A., Ballinger, S., Polka, L., Byers-Heinlein, K. (2021). Quebec-based parents’ attitudes towards childhood multilingualism: Evaluative dimensions and potential predictors. Journal of Language and Social Psychology, 1-26.


Ballinger, S., Brouillard, M., Ahooja, A., Kircher, R., Polka, L., & Byers-Heinlein, K. (2020). Intersections of official and family language policy in Quebec. Journal of Multilingual and Multicultural Development.

Ballinger, S., Lau, S. M. C., & Lacasse, C. Q. (2020). Cross-linguistic pedagogy: Harnessing transfer in the classroom. The Canadian Modern Language Review, 76(4), 265-277.

Galante, A. (2020). Plurilingual and pluricultural competence (PPC) scale: The inseparability of language and culture. International Journal of Multilingualism.

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). “The moment I realized I am plurilingual”: Plurilingual tasks for creative representations in EAP at a Canadian university. Applied Linguistics Review, 11(4), 551–580.

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. 293-328). 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. Watch video abstract here.

Halcomb-Smith, L., Crump, A., & Sarkar, M. (2020). Publishing as pedagogy: Reflections on innovating in the ivory tower. In S. Palahicky (Ed.), Enhancing learning design for innovative teaching in higher education (pp. 57–82). IGI Global.


Ahooja, A., & Ballinger, S. (2019). Invisible experiences, muted voices, and the language socialization of Québec, migrant-background students. International Journal of Bilingual Education and Bilingualism. 1-13. Advance online publication. doi: 10.1080/13670050.2019.1699898

Davis, S., Ballinger, S., & Sarkar, M. (2019). The suitability of French immersion for Allophone students in Saskatchewan: Diverging perspectives on the inclusion of allophone students in French immersion. Canadian Journal of Applied Linguistics, 22(2), 27–63.

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). Routledge.

Galante, A., Okubo, K., Cole, C., Abd Elkaber, N., 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

Kalan, A., Jafari, P., & Aghajani, M. (2019). A collaborative practitioner inquiry into societal and power-relational contexts of an activist writing community’s textual events. International Journal of Action Research, 15(1), 62-80. doi: 10.3224/ijar.v15i1.05

Oliver, R., Sato, M., Ballinger, S., & Pan, L. (2019). Content and language integrated learning: Acquiring Mandarin as a second language. In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of Instructed Second Language Acquisition studies. Routledge.

Sarkar, M. (2019) Bilingual being: My life as a hyphen [Review of the book by Kathleen Saint-Onge]. Journal of Multilingual and Multicultural Development, 40(4), 356-357. doi: 10.1080/01434632.2018.1562619


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. (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.

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

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.

Yasmin, M., Sohail, A., Sarkar, M. & Hafeez, R. (2017). Creative methods in transforming education using human resources. Creativity Studies, 10(2), 145-158. doi: 10.3846/23450479.2017.1365778

Professional Publications


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.

Back to top