Article published In:
Language Teaching for Young Learners
Vol. 4:1 (2022) ► pp.143170
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, DOI logoGoogle Scholar
Bell, P., Fortier, V., & Gauvin, I.
(2020) Using L1 knowledge about language during L2 error correction: Do students make cross-linguistic connections?, Language Awareness, 29(2), 95–113, DOI logoGoogle Scholar
Borg, S.
(2015) Teacher cognition and language education: Research and practice. Bloomsbury Academic.Google Scholar
Bourhis, R. Y.
(ed.) (1984) Conflict and language planning in Quebec. Multilingual Matters.Google Scholar
(2019) Evaluating the impact of Bill 101 on the English-speaking communities of Quebec. Language Problems and Language Planning, 43 (2), 198–229, 198–229, DOI logoGoogle Scholar
Celce-Murcia, M., Brinton, D. M., & Snow, M. A.
(eds.) (2014) Teaching English as a second or foreign language. National Geographic Learning.Google Scholar
Cenoz, J., & Gorter, D.
(2013) Toward plurilingual approach in English language teaching: Softening the boundaries between languages. TESOL Quarterly, 47 (3), 591–599. DOI logoGoogle Scholar
(2015) Towards a holistic approach in the study of multilingual education. In J. Cenoz and D. Gorter. (eds). Multilingual Education: Between Language Learning and Translanguaging, pp, 1–15. Cambridge University Press. DOI logoGoogle Scholar
(2020) Pedagogical translanguaging: An introduction. System, 92 1, 102269. DOI logoGoogle Scholar
Clark, S., & LeBlanc, S.
n.d.). Près d’un Québécois sur deux veut protéger davantage le français. TVA Nouvelles. [URL]
Cumming, A.
(2013) Multiple dimensions of academic language and literacy development. Language Learning, 63 (s1), 130–152. DOI logoGoogle Scholar
Dault, C., & Collins, L.
(2016) L’utilisation des langues connues des apprenants en classe de français langue seconde. Canadian Modern Language Review, 72 (4), 504–529. DOI logoGoogle Scholar
Doiz, A., & Lasagabaster, D.
(2018) Teachers’ beliefs about translanguaging practices. In Translanguaging in higher education (pp. 157–176). Multilingual Matters. DOI logoGoogle Scholar
Fajardo, M. F.
(2015) A review of critical literacy beliefs and practices of English language learners and teachers. University of Sydney Papers in TESOL, 10 1, 29–56.Google Scholar
Farrell, T. S. C.
(2013) Reflective practice in ESL teacher development groups: From practices to principles. Palgrave Macmillan. DOI logoGoogle Scholar
Farrell, T. S. C., & Yang, D.
(2019) Exploring an EAP teacher’s beliefs and practices in teaching L2 speaking: A case study. RELC Journal, 50 (1), 104–117. DOI logoGoogle Scholar
Fleming, D., René, C., Bangou, F., & Sarwar, G.
(2015) The conflation of adult ESL and literacy: The views of experienced teachers. TESL-EJ, 19 (1).Google Scholar
Frankel, K. K., Becker, B. L. C., Rowe, M. W., & Pearson, P. D.
(2016) From “what is reading?” to what is literacy? Journal of Education, 196 (3), 7–17. DOI logoGoogle Scholar
Galante, A.
(2020) Pedagogical translanguaging in a multilingual English program in Canada: Student and teacher perspectives of challenges. System, 92 1. DOI logoGoogle Scholar
Galante, A., Okubo, K., Cole, C., Elkader, N. A., Carozza, N., Wilkinson, C., 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, 54 (4), 980–1009. DOI logoGoogle Scholar
Gallagher, F.
(2020) Considered in context: EFL teachers’ views on the classroom as a bilingual space and codeswitching in shared-L1 and in multilingual contexts. System, 91 1. DOI logoGoogle Scholar
García, O., Johnson, S. I., & Seltzer, K.
(2017) The translanguaging classroom: Leveraging student bilingualism for learning. Caslon Philadelphia, PA.Google Scholar
García, O., & Otheguy, R.
(2020) Plurilingualism and translanguaging: commonalities and divergences. International Journal of Bilingual Education and Bilingualism, 23 (1), 17–35. DOI logoGoogle Scholar
García, O., & Wei, L.
(2015) Translanguaging, bilingualism, and bilingual Education. In The Handbook of Bilingual and Multilingual Education (pp. 223–240). DOI logoGoogle Scholar
Gebhard, M., Chen, I. A., Graham, H., & Gunawan, W.
(2013) Teaching to mean, writing to mean: SFL, L2 literacy, and teacher education. Journal of Second Language Writing, 22 (2), 107–124. DOI logoGoogle Scholar
Gorter, D., & Arocena, E.
(2020) Teachers’ beliefs about multilingualism in a course on translanguaging. System, 92 1, 102272. DOI logoGoogle Scholar
Haukås, Å.
(2016) Teachers’ beliefs about multilingualism and a multilingual pedagogical approach. International Journal of Multilingualism, 13 (1), 1–18. DOI logoGoogle Scholar
Horst, M., White, J., & Bell, P.
(2010) First and second language knowledge in the language classroom. International Journal of Bilingualism, 14 (3), 331–349. DOI logoGoogle Scholar
Iversen, J. Y.
(2019) Negotiating language ideologies: Pre-service teachers’ perspectives on multilingual practices in mainstream education. International Journal of Multilingualism, 0 (0), 1–14. DOI logoGoogle Scholar
Kartchava, E., Gatbonton, E., Ammar, A., & Trofimovich, P.
(2020) Oral corrective feedback: Pre-service English as a second language teachers’ beliefs and practices. Language Teaching Research, 24 (2), 220–249. DOI logoGoogle Scholar
Koda, K.
(2005) Insights into second language reading: A cross-linguistic approach. Cambridge University Press. DOI logoGoogle Scholar
Krasny, K., & Sachar, S.
(2017) Legitimizing linguistic diversity: The promise of plurilingualism in Canadian schools. Language and Literacy, 19(1), 34–47. DOI logoGoogle Scholar
Lasagabaster, D.
(2013) The use of the L1 in CLIL classes: The teachers’ perspective. Latin American Journal of Content & Language Integrated Learning, 6 (2), 1–21. DOI logoGoogle Scholar
Lau, S. M. C., & Van Viegen, S.
(2020) Plurilingual Pedagogies. Springer. DOI logoGoogle Scholar
Le Devoir
(2021, May 15). Legault écrit à Trudeau pour défendre sa Réforme de la Loi 101. Le Devoir. [URL]
Lightbown, P. M.
(2014) Making the minutes count in L2 teaching. Language Awareness, 23 (1–2), 3–23. DOI logoGoogle Scholar
Lin, A.
(2013) Toward paradigmatic change in TESOL methodologies: Building plurilingual pedagogies from the ground up. TESOL Quarterly, 47 (3), 521–545. DOI logoGoogle Scholar
Lindquist, J., & Seitz, D.
(2008) The elements of literacy.Google Scholar
Louie, B., & Davis-Welton, K.
(2016) Family literacy project. The Reading Teacher, 69 (6), 597–606. DOI logoGoogle Scholar
Lüdi, G., & Py, B.
(2009) To be or not to be … a plurilingual speaker. International Journal of Multilingualism, 6 (2), 154–167. DOI logoGoogle Scholar
Lyster, R.
(2017) Content-based language teaching. In S. Loewen & M. Sato. (eds.), The Routledge handbook of instructed second language acquisition (pp. 87–107). Taylor & Francis. DOI logoGoogle Scholar
Lyster, R., Collins, L., & Ballinger, S.
(2009) Linking languages through a bilingual read-aloud project. Language Awareness, 18 (3–4), 366–383. DOI logoGoogle Scholar
Ma, L. P. F.
(2019) Examining the functions of L1 use through teacher and student interactions in an adult migrant English classroom. International Journal of Bilingual Education and Bilingualism, 22 (4), 386–401. DOI logoGoogle Scholar
Macaro, E.
(2009) Teacher use of codeswitching in the second language classroom: Exploring ‘optimal’ use. In M. Turnbull & J. Dailey-O’Cain. (eds.), First language use in second and foreign language learning (pp. 35–49), Multilingual Matters. DOI logoGoogle Scholar
Mason, A., & Payant, C.
(2018) Experienced teachers’ beliefs and practices toward communicative approaches in teaching English as a foreign language in rural Ukraine. TESOL Journal. DOI logoGoogle Scholar
May, S.
(ed.) (2014) The multilingual turn: Implications for SLA, TESOL and bilingual education. Routledge.Google Scholar
McMillan, B., & Turnbull, M.
(2009) Teachers’ use of the first language in French immersion: Revisiting a core principle. In M. Turnbull & J. Dailey-O’Cain. (eds.), First language use in second and foreign language learning (pp. 15–34). Multilingual Matters. DOI logoGoogle Scholar
Ministère de l’Éducation
(2006) Programme de formation de l’école québécoise: English as a second language: Cycle one. Retrieved from the Ministère de l’Éducation: [URL]
Murray, D. E.
(2011) Vocational ESL. In Handbook of research in second language teaching and learning (pp. 93–106). Routledge.Google Scholar
Pahl, K., & Rowsell, J.
(2012) Literacy and education. SAGE Publications Ltd.Google Scholar
Payant, C.
(2020) Exploring multilingual learners’ writing practices during an L2 and an L3 individual writing task. Canadian Modern Language Review, 76(4), 313–334. DOI logoGoogle Scholar
Payant, C., & Kim, Y.
(2019) Impact of task modality on collaborative dialogue among plurilingual learners: a classroom-based study. International Journal of Bilingual Education and Bilingualism, 22 (5), 614–627. DOI logoGoogle Scholar
Payant, C. & Galante, A.
(Eds.) (2021) Plurilingualism and translanguaging: Pedagogical approaches for empowerment and validation (Special Issue). TESL Canada Journal, 38(2). DOI logoGoogle Scholar
Portolés, L., & Martí, O.
(2020) Teachers’ beliefs about multilingual pedagogies and the role of initial training. International Journal of Multilingualism, 17 (2), 248–264. DOI logoGoogle Scholar
Québec Education Program
(2021 9 November). Québec Education Program. [URL]Google Scholar
Rocafort, M. C.
(2019) The development of plurilingual education through multimodal narrative reflection in teacher education: A case study of a pre-service teacher’s beliefs about language education. Canadian Modern Language Review, 75 (1), 40–64, DOI logoGoogle Scholar
Storch, N., & Aldosari, A.
(2010) Learners’ use of first language (Arabic) in pair work in an EFL class. Language Teaching Research, 14 (4), 355–375. DOI logoGoogle Scholar
Street, B. V.
(1984) Literacy in theory and practice. Cambridge University Press.Google Scholar
Taylor, S. K., & Snoddon, K.
(2013) Plurilingualism in TESOL: Promising controversies. TESOL Quarterly, 47 (3), 439–445. [URL]. DOI logo
Winer, L.
(2007) No ESL in English schools: Language policy in Quebec and implications for TESL teacher education. TESOL Quarterly, 41 (3), 489–508, DOI logoGoogle Scholar
Woll, N.
(2020) Towards crosslinguistic pedagogy: Demystifying pre-service teachers’ beliefs regarding the target-language-only rule. System, 92 1. DOI logoGoogle Scholar