Check out our latest publications!

Articles, Books & Chapters


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.

Barker, M. (2021). Exploring Canadian integration through critical discourse analysis of English language lesson plans for immigrant learners. Canadian Journal of Applied Linguistics, 24(1), 75-91.

Galante, A. (2021). Translation as a pedagogical tool in multilingual classes: Engaging the learner's plurilingual repertoire. Translation and Translanguaging in Multilingual Contexts Journal.

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


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). 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. 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.

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.

Meighan, P. J. (2020). A case for decolonizing English language instruction. ELT Journal, 74(1), 83-85.

Meighan, P. J. (2020). Decolonizing English: A proposal for implementing alternative ways of knowing and being in education. Diaspora, Indigenous, and Minority Education, 1-7. doi:

Mendonça-Dias, C., et Querrien, D. (2019). Apprendre le/en français : Quelles réponses didactiques pour les élèves allophones en France et au Québec ? Travaux de Didactique du Français Langue Étrangère, 74.

Querrien, D. (2020). Comment évoluent nos offres de service pour les élèves allophones ? L’exemple du Québec. In C. Mendonça-Dias, B. Azaoui, et F. Chnane-Davin (dir.) Allophonie. Inclusions et langues des enfants migrants à l'école. Limoges : Lambert-Lucas.


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. (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., 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

Meighan, P. J. (2019). An “educator’s” perspective: How heritage language pedagogy and technology can decolonize the English classroom. TESOL Journal, 1-5. doi: 10.1002/tesj.483

Meighan, P. J. (2019). [Review of the coursebook Business Partner B1+, by I. Dubicka, M. O’Keefe, B. Dignen, M. Hogan & L. Wright]. TESL-EJ, 23(1), 1-4.

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.

Parks, P. (2019). Book Review: PENNY HAWORTH & CHERYL CRAIG (Eds.). The Career Trajectories of English Language Teachers. (2016). McGill Journal of Education/Revue des sciences de l'éducation de McGill, 54(1). doi: 10.7202/1060865ar

Querrien, D. (2019). Étudier l’influence d’une formation continue sur les croyances, les représentations et les pratiques d’intervenants scolaires à l’égard des élèves allophones. Recherches qualitatives, 38(2), 117–141. doi:10.7202/1064933ar Récipiendaire du Prix Jean-Marie Van der Maren – Prix d’excellence pour la meilleure thèse doctorale en recherche qualitative.

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.

Querrien, D., et De Koninck, Z. (2018). Le développement du français, langue des apprentissages scolaires, chez des élèves allophones en région au Québec : un défi pour tous les enseignants. In C. Eid, A. Englebert, et G. Geron (dir.) Français langue ardente : Actes du XIVe colloque de la FIPF (14-21 juin 2016, Liège), vol. 3, 57-69.

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


Ballinger, S. (2017). Examining peer language use and investment in a distinct North American immersion context. International Multilingual Research Journal, 11(3), 184–198. doi: 10.1080/19313152.2017.1330066

Ballinger, S., Lyster, R., Sterzuk, A., & Genesee, F. (2017). Context-appropriate crosslinguistic pedagogy: Considering the role of language status in immersion education. Journal of Immersion and Content-Based Language Education, 5(1), 30–57. doi: 10.1075/jicb.5.1.02bal

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. (2017). Ms. Nakano. In D. Booth & R. Coles (Eds.), What is a “good’ teacher? (pp. 93–94). Toronto, Canada: Pembroke Publishers.

Parks, P. (2017). Understanding the connections between second language teacher identity, efficacy, and attrition: a critical review of recent literature. Journal of Belonging, Identity, Language, and Diversity, 1(1), 75-91.

Querrien, D. (2017). Accueillir les élèves allophones nouveaux arrivants en milieu régional au Québec : un défi pour tous les enseignants. Travaux de Didactique du Français Langue Étrangère, 71.

Sarkar, M. (2017). Ten Years of Mi’gmaq Language Revitalization Work: A Non-Indigenous Applied Linguist Reflects on Building Research Relationships. Canadian Modern Language Review, 73(4), 488–508. doi: 10.3138/cmlr.4082

Sarkar, M. (2017). Ten years of Mi’gmaq language revitalization work: A non-indigenous applied linguist reflects on building research relationships. Canadian Modern Language Review, 73(4), 488–508. doi: 10.3138/cmlr.4082


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.

Kalan, A. (2016). Who’s afraid of multilingual education? Conversations with Tove Skutnabb- Kangas, Jim Cummins, Ajit Mohanty, and Stephen Bahry about the Iranian context and beyond. Bristol, UK: Multilingual Matters.

Kalan, A., & Troberg, M. (2016). Mobilizing practitioner action research to foster critical pedagogy in a large online undergrad university course. ARNA (Action Research Network of the Americas) Conference Proceedings.

Simon, R., & Kalan, A. (2016). Adolescent literacy and collaborative inquiry. In K. A. Hinchman, & D. A. Appleman (Eds.), Adolescent literacy: A handbook of practice-based research (pp. 398-420). New York: Guilford Press.

Yasmin, M. Sarkar, M. & Sohail, A. (2016). Exploring English Language Needs in the Hotel Industry in Pakistan: An Evaluation of Existing Teaching Material. Journal of Hospitality & Tourism Education, 28(4), 202-213. doi: 10.1080/10963758.2016.1226846


Ballinger, S. (2015). Linking content, linking students: A cross-linguistic pedagogical intervention. In J. Cenoz & D. Gorter (Eds.), Multilingual education: Between language learning and education (pp. 35-60). Cambridge University Press.

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.


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.


dela Cruz, J. W. N. (2019). Found in translation: Plurilingualism as pedagogy for teaching post-secondary vocabulary. Contact Magazine, 45(2), 17­­–29.

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.


Parks, P. & Webb, C. (2015). Breakaway 2: Knowledge and competency based learning Saint Laurent, QC: Éditions de Renouveau Pédagogique (ERPI Pearson Education).

Vinuesa, V., Chastenay, M. H., Bennardi, M., Froelich, A., Maynard, C., et Querrien, D. (2015). Quatrième sommet du Réseau québécois des formateurs universitaires sur la diversité ethnoculturelle, religieuse et linguistique en éducation : Rapport-synthèse. Observatoire sur la Formation à la Diversité et l’Équité.

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