BEGIN:VCALENDAR VERSION:2.0 PRODID:-//events.la.psu.edu//EN CALSCALE:GREGORIAN BEGIN:VTIMEZONE TZID:America/New_York BEGIN:STANDARD DTSTART:20201101T020000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 RRULE:FREQ=YEARLY;BYMONTH=11;BYDAY=1SU END:STANDARD BEGIN:DAYLIGHT DTSTART:20200308T020000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=2SU END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT UID:3217-c86cd6f7f45b79c3805ca302c5d976ce@events.la.psu.edu DTSTAMP:20261006T083330Z DTSTART;TZID=America/New_York:20230825T143000 DTEND;TZID=America/New_York:20230825T160000 SUMMARY:Center for Language Acquisition Invited Speaker: Angelica Galante DESCRIPTION:\nAbstract: \;\n\nCanada is a country of linguistic cont radictions: it has official English/French bilingual policies despite th e presence of over 70 Indigenous and 140 immigrant languages (Statistics Canada\, 2017). Its fast-growing pace of multilingualism and high level s of immigration and refugee claimants\, however\, is pushing educators and researchers to reconceptualize language education that is inclusive and culturally responsive. One key challenge identified in past research \, is to equip pre- and in-service language teachers to implement critic al multi/plurilingual pedagogies while monolingual discourses are often prevalent in educational settings. In this presentation\, I will briefly describe the recent demographic changes in Canada and why educators in this context are shifting to plurilingual education. Then\, I will show results of two empirical studies I conducted in two linguistically disti nct Canadian contexts: one with language learners and in-service teacher s in an English for Academic Purposes (EAP) program in Toronto\, where E nglish is the dominant language\; and another in a Teacher Education pro gram with pre-service English as a Second Language (ESL) teachers in Mon treal\, where French is the dominant language. Results of these studies reveal that most pre- and in-service teachers shifted their views of &ld quo\;language\,&rdquo\; and aligned critical plurilingual pedagogies wit h values of equity\, diversity\, inclusion and decoloniality. Challenges were primarily found in hierarchical power relations in schools. While I call for the inclusion of critical plurilingual approaches in teacher education programs for the sustainability of multi/plurilingualism\, the se may vary depending on contextual factors.\n\nBio:\n\nAngelica Galante is an assistant professor in language education at McGill University an d president of the Canadian Association of Applied Linguistics. Her rese arch examines \;language pedagogy in multilingual settings\, social factors in language development\, and plurilingual and pluricultural com petence. Galante is the director of the Plurilingual Lab where she condu cts and mobilizes research. Her work can be found in journals such as&nb sp\;TESOL Quarterly\, \;Applied Linguistics\, \;International Jo urnal of Multilingualism\, and \;System. She is also the co-author o f the book \;Activating Linguistic Diversity in the Language Classro om \;(Springer) and the \;Plurilingual Guide: Implementing Criti cal Plurilingual Pedagogy in Language Education.\n\nFor more details: ht tps://events.la.psu.edu/event/cla_angelica-galante-8-25-23/ X-ALT-DESC;FMTTYPE=text/html:

Abstract:&nb sp;

Canada is a country of linguistic contradictions: it has o fficial English/French bilingual policies despite the presence of over 7 0 Indigenous and 140 immigrant languages (Statistics Canada, 2017). Its fast-growing pace of multilingualism and high levels of immigration and refugee claimants, however, is pushing educators and researchers to reco nceptualize language education that is inclusive and culturally responsi ve. One key challenge identified in past research, is to equip pre- and in-service language teachers to implement critical multi/plurilingual pe dagogies while monolingual discourses are often prevalent in educational settings. In this presentation, I will briefly describe the recent demo graphic changes in Canada and why educators in this context are shifting to plurilingual education. Then, I will show results of two empirical s tudies I conducted in two linguistically distinct Canadian contexts: one with language learners and in-service teachers in an English for Academ ic Purposes (EAP) program in Toronto, where English is the dominant lang uage; and another in a Teacher Education program with pre-service Englis h as a Second Language (ESL) teachers in Montreal, where French is the d ominant language. Results of these studies reveal that most pre- and in- service teachers shifted their views of “language,” and alig ned critical plurilingual pedagogies with values of equity, diversity, i nclusion and decoloniality. Challenges were primarily found in hierarchi cal power relations in schools. While I call for the inclusion of critic al plurilingual approaches in teacher education programs for the sustain ability of multi/plurilingualism, these may vary depending on contextual factors.

Bio:

Angelica Galante is an assistant profe ssor in language education at McGill University and president of the Can adian Association of Applied Linguistics. Her research examines lan guage pedagogy in multilingual settings, social factors in language deve lopment, and plurilingual and pluricultural competence. Galante is the d irector of the Plurilingual Lab where she conducts and mobilizes researc h. Her work can be found in journals such as TESOL Quarterly , Applied Linguistics, International Journal of Mult ilingualism, and System. She is also the co-author of th e book Activating Linguistic Diversity in the Language Classroom  (Springer) and the Plurilingual Guide: Implementing Cr itical Plurilingual Pedagogy in Language Education.

For more d etails: https://events.la.psu.edu/event/cla_angelica-galante-8-25-23/

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