Publications

Selected Publications (Past 5 Years)

Refereed Journal Articles

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

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

Galante, A., Okubo, K., Cole, C., Abd Elkader, N., Wilkinson, C., Carozza, N., Wotton, C., & Vasic, J. (under review). “English-only is not the way to go:” Teachers’ perceptions of plurilingual instruction in an English program at a Canadian university.

Mendonça-Dias, C., et Querrien, D. (sous presse). Regards croisés sur les dispositifs d’accueil pour les élèves allophones migrants. Actes du colloque France-Canada : Regards croisés, identités en mouvance (28-30 juin 2017, Angers).

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.

Galante, A., Okubo, C. Cole, C., Abd Elkaber, 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

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). “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

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.

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?journalCode=rela

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

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.

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

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

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

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

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.

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

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.

Galante, A. (2014). Developing EAL learners' intercultural sensitivity through a digital literacy project. TESL Canada Journal, 32(1),53–66. doi: 10.18806/tesl.v32i1.1199

De Koninck, Z., et Querrien, D. (2014). Formation initiale et formation continue à la diversité en région : le cas de l’Université Laval. Diversité Canadienne, 11(2), 125-130.

Refereed Book Chapters

Ballinger, S. (accepted for publication). Corrective feedback in content-based language instruction. In H. Nassaji & E. Kartchava (Eds.), The Cambridge handbook of corrective feedback in language learning and teaching. Cambridge, UK: Cambridge University Press.

Galante, A. (accepted for publication). 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.

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

Galante, A. (forthcoming). Plurilingualism and TESOL in two Canadian postsecondary institutions: Towards context-specific perspectives. In S. Lau & S. Stille (Eds.), Plurilingual pedagogies: Critical and creative endeavours for equitable language (in) education. Toronto, Canada: Springer.

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). New York, NY: Routledge.

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. New York, NY: Routledge.

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). New York, NY: Routledge. Retrieved from https://www.taylorfrancis.com/books/9781315108421/chapters/10.4324/9781315108421-4

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). New York, NY: 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). New York, NY: Springer. Retrieved from https://link.springer.com/referenceworkentry/10.1007/978-3-319-44694-3_13

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

Professional Publications

Querrien, D., Liakina, N., et Liakin, D. (sous presse). Tendances C1-C2 : Guide du professeur. Paris : CLE International.

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.

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.

Galante, A. (2014). English language teaching in the post-method era. Contact Magazine, 40(4), 57­­–62.

Larochelle-Audet, J., Potvin, M., Chanes Arrizaga, E., Doré, F., Froelich, A., Kingué Élonguélé, G., Pereira Braga, L., et Querrien, D. (2014). Troisième 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.