Article published in:Teachers’ Plurilingual Identities in Transnational Contexts
Edited by Clea Schmidt and Antoinette Gagné
[Australian Review of Applied Linguistics 38:3] 2015
► pp. 106–122
Plurilingual teachers and their experiences navigating the academy
Lessons and strategies for equity
Drawing on qualitative data collected from plurilingual teachers in the context of three research studies conducted at the University of Toronto between 2004 and 2015, this paper critically examines, through a dialogue between the three researchers, the experiences of plurilingual teacher candidates and graduate students in Education as they navigate the academy. A trioethnographic methodology is used, unpacking the underlying tensions of roles and positions held by each of the researchers in the Student Success Centre (SSC) which offers a range of support services and provides a space where plurilingual teacher learners can interact with plurilingual tutors during their academic journey which may include practica and internships. We relate our findings focussed on the SSC to the literature on diverse teachers in universities as well as writing centre research calling for significant changes in how to support plurilingual students in the academy in order to highlight lessons and strategies for equity.
Keywords: equity, academic support, immigrant teacher candidates, trioethnography
Available under the Creative Commons Attribution-NonCommercial (CC BY-NC) 4.0 license.
For any use beyond this license, please contact the publisher at firstname.lastname@example.org.
Published online: 01 January 2015
Balester, V., Grimm, N., Grutsch McKinney, J., Lee, S., Sheridan, D., & Silver, N.
(2012) The idea of a multiliteracy center: Six responses. Praxis: A Writing Center Journal, 9(2). Available at http://www.praxisuwc.com/baletser-et-al-92/. doi:
Ball, S. J.
Burns, A., & Richards, J.
Canadian Research Institute for the Advancement of Women
(2009) Everyone belongs: A toolkit for intersectionality. Retrieved from http://criaw-icref.ca/sites/criaw/files/Everyone_Belongs_e.pdf
Chassels, C. J.
(2011) Responses to difference in initial teacher education: A case of racial and linguistic minority immigrant teacher candidates. PhD Thesis, University of Toronto. Available at https://tspace.library.utoronto.ca/handle/1807/29682
Dei, G. J. S., James, L., James-Wilson, S., & Zine, J.
Lave, J., & Wenger, E.
Lea, M. & Street, B.
NLG (New London Group)
Pavlenko, A., & Blackledge, A.
Sawyer, R. D., & Norris, J.
Schmidt, C., & Gagné, A.