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• Enabling Translanguaging in the French Language Classroom: Bridging the Gap Between Mutlilingual Perspectives and Multilingual Practice

  Michiko Weinmann, Noella Charbonneau

  2020-01-16

• Translanguaging and Multilingual Texts as a Resource in Superdiverse Classrooms

  Lena Schwarzl, Eva Vetter

  2020-01-16

• “Their Greek goes to waste”: Understanding Greek heritage language teachers’ language ideologies and instructional practices

  Emmanouela Tisizi

  117-138

  2022-12-22

• Empowering local bilingual teachers through extending the pedagogy of multiliteracies in Taiwan’s primary education

  Fay Chen, Wenli Tsou

  79-103

  2022-03-15

• “We are all (potential) plurilinguals”: Plurilingualism as an Overarching, Holistic Concept

  Enrica Piccardo

  2020-01-16

• Pedagogical translanguaging: Examining the credibility of unitary versus crosslinguistic translanguaging theory

  Jim Cummins

  33-55

  2022-12-22

• Overcoming barriers to access in French immersion: Special education needs and socioeconomic status

  Diana Marie Burchell, Roksana Dobrin-De Grace, Elizabeth Kay-Raining Bird, Xi Chen

  337-365

  2024-01-23

• Translanguaging and the No Voice Policy in L2 Sign Language Contexts

  Josée-Anna Tanner, Nina Doré

  2020-01-16

• Immersion studies at the University of Ottawa: From the 1980s to the present

  Sandra Burger, Alysse Weinberg, Mari Wesche

  2015-05-19

• Using digital technologies with immigrant plurilingual language learners: A research synthesis

  Francis Bangou, Cameron W. Smith, Cindy Savard, Heather Koziol, Stephanie Arnott, Douglas Fleming, Carole Fleuret, Joël Thibeault

  143-166

  2025-04-08

• Enseignants des langues internationales au Canada et recherche en multilinguisme : un aperçu en Ontario

  Laura Ambrosio

  2011-08-05

• Approaching French cultures in the FSL classroom: The salade niçoise recipe

  Rochelle Guida

  233-262

  2022-12-22

• Critical Framing of Transversal Competences: Promoting Intercultural Responsibility through Cross-language and Cross-curricular Teacher Collaborations

  Sunny Man Chu Lau

  15-36

  2025-04-08

• Lessons in understanding Montreal heritage language contexts: Whose literacies and voices are privileged?

  Mary H. Maguire

  2010-07-25

• Academic writing re-designed: Connecting languages and literacy in the assemblage of EAP

  Eugenia (Gene) Vasilopoulos

  173-199

  2022-03-15

• Lessons learned from immersion in western Canada’s multilingual and multicultural post-secondary context across the disciplines

  Valia Spiliotopoulos

  1-25

  2018-06-21

• “Activizing” the pedagogy of multiliteracies: The dynamic, action-oriented turn with languacultural landscape studies

  Olessya Akimenko

  259-286

  2022-03-15

• Redesigning for mobile plurilingual futures

  Heather Lotherington, Kurt Thumlert, Taylor Boreland, Brittany Tomin

  141-172

  2022-03-15

• Linguistic anxiety, insecurity, and fulfilment of bilingual parenting: Emotional complexities experienced by Chinese immigrant families

  Yining Wang

  167-198

  2024-01-23

• Translanguaging in content and language integrated learning (CLIL): Practices in the classroom of a Chinese university

  Yiran Ding

  311-331

  2022-12-22

• Mission possible: Incorporating academic literacy and readiness into an English intensive program curriculum

  Reza Farzi, Olga Fellus

  263-283

  2022-12-22

• On Blind Men, Elephants, and Immersion Programs Reflections on the 2017 University Immersion Symposium

  Jérémie Séror

  89-100

  2018-06-22

• Editorial

  Marie-Josée Hamel, Jérémie Séror

  2013-08-05

• Introduction: Redesigning the pedagogy of multiliteracies II for acting in a society with uncertainties

  Angel M. Y. Lin, Bong-gi Sohn, Geneviève Brisson, Keiko Tsuchiya, Catherine Levasseur

  15-27

  2025-02-19

• Engaging the hidden curriculum within the Canadian Language Benchmarks (2000 and 2012) as a complicated conversation

  Douglas Fleming

  2015-07-21