NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1085110
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-0155-0640
Plurilingual Teachers and Their Experiences Navigating the Academy: Lessons and Strategies for Equity
Gagné, Antoinette; Chassels, Carrie; McIntosh, Megan
Australian Review of Applied Linguistics, v38 n3 p106-122 2015
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.
Applied Linguistics Association of Australia. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada (Toronto)