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dc.contributor.authorGagné, Antoinette
dc.contributor.authorChassels, Carrie
dc.contributor.authorMcIntosh, Megan
dc.coverage.spatialUniversity of Toronto, Ontario, Canada, http://sws.geonames.org/7671013/en
dc.date.accessioned2016-03-22T20:29:38Z
dc.date.available2016-03-22T20:29:38Z
dc.date.issued2015
dc.identifier.citationGagné, A., Chassels, C., & McIntosh, M. (2015). Plurilingual teachers and their experiences navigating the academy: Lessons and strategies for equity. Australian Review of Applied Linguistics, 38(3), 106-122. DOI: 10.1075/aral.38.3.02gagen_US
dc.identifier.issn1833-7139
dc.identifier.otherDOI: 10.1075/aral.38.3.02gagen
dc.identifier.urihttp://hdl.handle.net/10613/2790
dc.description.abstractDrawing 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.en_US
dc.description.sponsorshipApplied Linguistics Association of Australiaen_US
dc.format.extent17 pg.en
dc.format.mediumtexten
dc.format.mimetypeapplication/pdfen
dc.language.isoenen_US
dc.publisherNational Library of Australiaen_US
dc.subject.lcshTeachers' institutesen
dc.subject.lcshTeachers--Training ofen
dc.subject.lcshForeign workers--Languageen
dc.subject.lcshMinorities in higher educationen
dc.subject.lcshMultilingualismen
dc.subject.otherImmigrant teacher candidatesen
dc.subject.otherAcademic supportsen
dc.subject.otherTrioethnographyen
dc.titlePlurilingual teachers and their experiences navigating the academy: Lessons and strategies for equityen_US
dc.typeArticleen_US
dc.description.noteThis is an electronic version of an article published as: Gagné, A., Chassels, C., & McIntosh, M. (2015). Plurilingual teachers and their experiences navigating the academy: Lessons and strategies for equity. Australian Review of Applied Linguistics, 38(3), 106-122. Australian Review of Applied Linguistics is available online at: http://www.jbe-platform.com/content/journals/18337139 and this article is available at: http://dx.doi.org/10.1075/aral.38.3.02gagen
dc.description.fulltexthttps://viuspace.viu.ca/bitstream/handle/10613/2790/Chassels.Plurilingual.pdf?sequence=4en
dc.identifier.doi10.1075/aral.38.3.02gag


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