Multilingualism in Canada
Policy and Education in Applied Linguistics Research
Bibliographic Data
| ID | 24220970 |
|---|---|
| Authors | Diane Dagenais |
| Year | 2013 |
| Volume | 33 |
| Pages | 286-301 |
| Publication date | 2013-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Annual Review of Applied Linguistics (BOOK_SERIES) |
| Journal identifiers | ISSN: 0267-1905 • E-ISSN: 1471-6356 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0267190513000056 |
| OpenAlex | W2114256753 |
| Language | EN |
| Citations received | 14 |
| References cited | 35 |
Increasing multilingualism in Canada has captured the interest of applied linguists who investigate what it implies for policy and educational practice. This article provides a review of recent discussions of Canadian policy in the literature, current research on multilingual learners, and emerging innovations in multilingual pedagogies. The literature on policy indicates that some researchers treat policy as text and identify disjunctions between policy documents and the reality of a linguistically and culturally diverse population, while others view it as discursive practice and document how policy is constructed locally through language in response to a changing environment. The research on multilingual learners is based primarily on field-based reports that reveal how multilingual language practices are complex, dynamic, and ideological, and are tied to identity construction. The growing number of innovations in multilingual pedagogies suggests that more educators are beginning to see identity work and multimodal literacies as central to teaching students of diverse origins. This article concludes that there is a gap between official language policy and research on multilingualism in Canada.
Canada · identity construction · Language policy · language teaching · multilingual learners · multilingual pedagogy · Multilingualism · multimodal literacy · official language policy · policy-practice gap · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Second Language Learning and Teaching
Language policies and realities in Dutch classrooms
Dual-Language Books
A different difference in teacher education
Promoting multimodal practices in multilingual classes of Italian in Canada and in Italy
Family language policy and school language choice
The Role of Critical Discourse Analysis in Promoting Epistemological Diversity in EAL Learning
Plurilingualism as agentive resource in L2 teacher identity
At play in a Francophone minority school in Canada
The immigrant perspective
Multilingual and multimodal composition at school
Towards social justice and equity in English as an Additional Language (EAL) policies
I just only speak English English”
Plurilingual and pluricultural as the new normal
Jumping Through Hoops in the Canadian Immigration System
Multiculturalism Within a Bilingual Framework
Language Policy
Bilinguality and Bilingualism
A Multilingual Child's Literacy Practices and Contrasting Identities in the Figured Worlds of French Immersion Classrooms
Social inclusion through multilingual ideologies, policies and practices
Identity texts
TheStruggle for Legitimacy
From protector to producer
Multilingualism and English language usage in ‘weird’ and ‘funny’ times
The influence of language distance and language status on the acquisition of L3 phonology
Tesol and Policy Enactments
Constraining Teachers
Les langues autochtones1 en péril au Canada
| Unique citing works | 14 |
|---|---|
| Citations per year | 1,4 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |