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dc.contributor.authorGagné, A
dc.contributor.authorChassels, C
dc.contributor.authorMcIntosh, M
dc.date.accessioned2020-06-25T06:31:57Z
dc.date.available2020-06-25T06:31:57Z
dc.date.issued2015-01-01
dc.identifier.citationGagné, A., Chassels, C. & McIntosh, M. (2015). Plurilingual teachers and their experiences navigating the academy. Australian Review of Applied Linguistics, 38 (3), pp.106-122. https://doi.org/10.1075/aral.38.3.02gag.
dc.identifier.issn0155-0640
dc.identifier.urihttp://hdl.handle.net/11343/240911
dc.description.abstract<jats:p>Drawing 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.</jats:p>
dc.languageen
dc.publisherJohn Benjamins Publishing Company
dc.titlePlurilingual teachers and their experiences navigating the academy
dc.typeJournal Article
dc.identifier.doi10.1075/aral.38.3.02gag
melbourne.affiliation.departmentArts
melbourne.source.titleAustralian Review of Applied Linguistics
melbourne.source.volume38
melbourne.source.issue3
melbourne.source.pages106-122
dc.rights.licenseCC BY-NC
melbourne.elementsid1371688
melbourne.contributor.authorMcIntosh, Megan
dc.identifier.eissn1833-7139
melbourne.accessrightsOpen Access


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