The Role of Plurilingual Pedagogy in Affirming Immigrants’ Identities in Canada

Keywords: identities, immigrants, pluricultural competence, plurilingual competence, plurilingual pedagogy

Abstract

Background and Purpose: This perspective article supports the need of an alternative plurilingual model to teaching languages to assert immigrants’ identities in Canada.
Approach: It examines the interplay between language and identity in immigration contexts, and investigates current language teaching models, including limitations, adopted in Canada. Although the article discusses the case of Quebec where the official language is French, it is not limited or restricted to a specific context. The case of Quebec is only given as an example to illustrate potential challenges immigrants might face in Canada.
Results and Implication: This article sheds light on advantageous future research orientations pertaining to immigrants’ identities in the language learning process. It can also inform language policies and pedagogies in Canada and other immigration contexts.

Downloads

Download data is not yet available.

References

Abrams, D., & Hogg, M. A. (2004). A social psychological framework for understanding social inclusion and exclusion. Psychology Press.

Allan, K., & McElhinny, B. (2017). Neoliberalism, language, and migration. In S. Canagarajah (Ed.), The Routledge handbook of migration and language (pp. 79-101). Routledge.

Altvater, E. (1989). Ecological and economic modalities of time and space. Capitalism Nature Socialism, 1, 59-70. DOI: https://doi.org/10.1080/10455758909358384

Beacco, J. C. (2005). Languages and language repertoires: Plurilingualism as a way of life in Europe. Council of Europe.

Benhabib, S. (2008). Another cosmopolitanism. Oxford University Press.

Block, D. (2010). Researching language and identity. In B. Paltridge, & A. Phakiti (Eds.), Continuum companion to research methods in applied linguistics (pp. 337-349). Continuum International Publishing Group.

Block, D., & Corona, V. (2019). Critical LPP and the intersection of class, race and language policy and practice in twenty first century Catalonia. Language Policy, 21, 1-21. DOI: https://doi.org/10.1007/s10993-018-09508-7

Blommaert, J., Collins, J., & Slembrouck, S. (2005). Spaces of multilingualism. Language & Communication, 25, 197-216. DOI: https://doi.org/10.1016/j.langcom.2005.05.002

Brubaker, R. (2005). The ‘diaspora' diaspora. Ethnic and Racial Studies, 28, 1-19. DOI: https://doi.org/10.1080/0141987042000289997

Canagarajah, S. (2020).Introduction: The nexus of migration and language: The emergence of a disciplinary space. In S. Canagarajah (Ed.), The Routledge handbook of migration and language (pp. 1-28). Taylor & Francis. https://doi-org.proxy3.library.mcgill.ca/. DOI: https://doi.org/10.4324/9781315754512

Cenoz, J., & Gorter, D. (2011). Focus on multilingualism: A study of trilingual writing. The Modern Language Journal, 95, 356-369. DOI: https://doi.org/10.1111/j.1540-4781.2011.01206.x

Cenoz, J., & Gorter, D. (2020). Teaching English through pedagogical translanguaging. World Englishes, 39, 300-311. DOI: https://doi.org/10.1111/weng.12462

Conley, J. M., O'Barr, W. M., & Riner, R. C. (2019). Just words: Law, language, and power. University of Chicago Press.

Coste, D. (2014). Plurilingualism and the challenges of education. In P. Grommes & A. Hu (Eds.), Plurilingual education. Policies-practices-language development (pp.15-32). John Benjamins Publishing Company.

Darvin, R., & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36-56. DOI: https://doi.org/10.1017/S0267190514000191

Emenanjo, E. N. (2016). ICT, globalization & the future of human language. In N. Ozo-Mekuri (Ed.), ICT, Globalisation and the study of languages and linguistics in Africa (pp. 1-32). M & J Grand Orbit Communications Ltd.

Galante, A. (2020). Plurilingual and pluricultural competence (PPC) scale: The inseparability of language and culture.International Journal of Multilingualism. DOI: https://doi.org/10.1080/14790718.2020.1753747

Galante, A., & dela Cruz, J. W. N. (2021). Plurilingual and pluricultural as the new normal: An examination of language use and identity in the multilingual city of Montreal. Journal of Multilingual and Multicultural Development. DOI: https://doi.org/10.1080/01434632.2021.1931244

García, O. (2009). Education, multilingualism and translanguaging in the 21st century. In T. Skutnabb-Kangas, R. Phillipson, A.K. Mohanty, & M. Panda (Eds.), Social justice through multilingual education (pp. 140-158). Multilingual Matters. DOI: https://doi.org/10.21832/9781847691910-011

García, O., & Otheguy, R. (2020). Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, 23(1), 17-35. DOI: https://doi.org/10.1080/13670050.2019.1598932

Harvey, D. (1990). Between space and time: Reflections on the geographical imagination1. Annals of the association of American geographers, 80, 418-434. DOI: https://doi.org/10.1111/j.1467-8306.1990.tb00305.x

Harvey, D. (2005). The new imperialism. Oxford.

Hegel, G. W. F. (2007). Phenomenology of spirit. Duke University Press. DOI: https://doi.org/10.1093/applin/amt024

Hua, Z. (2017). New orientations to identity in mobility. In S. Canagarajah (Ed.), The Routledge handbook of migration and language (pp. 117 - 132). Routledge.

Karam, F. J. (2018). Language and identity construction: The case of a refugee digital bricoleur. Journal of Adolescent & Adult Literacy, 61, 511-521. DOI: https://doi.org/10.1002/jaal.719

Kaushik, V., & Drolet, J. (2018). Settlement and integration needs of skilled immigrants in Canada. Social Sciences, 7(5), 76. DOI: https://doi.org/10.3390/socsci7050076

Keskinen, S., Skaptadóttir, U. D., & Toivanen, M. (2019). Undoing homogeneity in the Nordic region: Migration, difference, and the politics of solidarity. Taylor & Francis.

Kiernan, J. E. (2011). The Canadian context: Monolingual education in an officially multilingual country. Reading Matrix: An International Online Journal, 11, 16 - 33.

Lee, E., & Canagarajah, A. S. (2019). Beyond native and nonnative: Translingual dispositions for more inclusive teacher identity in language and literacy education. Journal of Language, Identity & Education, 18, 352-363. DOI: https://doi.org/10.1080/15348458.2019.1674148

Li, G. & Sah, P.K. (2019). Immigrant and refugee language policies, programs, and practices in an era of change. Promises, contradictions, and possibilities. In S. J. Gold & S. J. Nawyn (Eds.), Routledge handbook of migration studies (pp. 325 - 338). Routledge.

Lochmann, A., Rapoport, H., & Speciale, B. (2019). The effect of language training on immigrants' economic integration: Empirical evidence from France. European Economic Review, 113, 265-296. DOI: https://doi.org/10.1016/j.euroecorev.2019.01.008

Lorente, B. P., & Tupas, T. R. F. (2013). 4 (Un) Emancipatory hybridity: Selling English in an unequal world. In R.Rubdy & L. Alsagoff (Eds.), The global-local interface and hybridity (pp. 66-82). Multilingual Matters. DOI: https://doi.org/10.21832/9781783090860-fm

Mady, C., & Black, G. (2012). Access to French as a second official language programs in English-dominant Canada. Alberta Journal of Educational Research, 57, 498-501. DOI: https://doi.org/10.11575/ajer.v57i4.55531

Mady, C., & Masson, M. (2018). Principals' beliefs about language learning and inclusion of English language learners in Canadian elementary French immersion programs. Canadian Journal of Applied Linguistics / Revue Canadienne de Linguistique Appliquée, 21, 71-93. DOI: https://doi.org/10.7202/1050811ar

Mady, C. & Turnbull, M. (2010). Learning French as a second language - Reserved for anglophones? Canadian Journal of Educational Administration and Policy, 9, 1-23.

Magnan, M. O., & Lamarre, P. (2016). Diversité, frontières ethnolinguistiques et éducation au Québec et au Canada [Diversity, ethnolinguistic boundaries and education in Québec and Canada]. Minorités Linguistiques et Société, 7, 4-17. DOI: https://doi.org/10.7202/1036414ar

Moore, S. (2019). Language and identity in an Indigenous teacher education program.International Journal of Circumpolar Health, 78, 1-7. DOI: https://doi.org/10.1080/22423982.2018.1506213

Morrish, L., & Sauntson, H. (2019). Academic irregularities: Language and neoliberalism in higher education. Routledge.

Pennycook, A. (2018). Repertoires, registers, and linguistic diversity. In A. Creese, & A. Blackledge (Eds.), The Routledge handbook of language and superdiversity (pp. 3-15). Routledge.

Pennycook, A. (2021). Critical applied linguistics: A critical reintroduction. Routledge.

Pennycook, A., & Otsuji, E. (2015). Metrolingualism: Language in the city. Routledge.

Pennycook, A., & Otsuji, E. (2020). The mundanity of metrolingual practices. In J. Won Lee & S. Dovchin (Eds.), Translinguistics: Negotiating innovation and ordinariness (pp. 9-23). Routledge.

Piccardo, E. (2017). Plurilingualism as a catalyst for creativity in superdiverse societies: A systemic analysis. Frontiers in Psychology, 8, 2169. DOI: https://doi.org/10.3389/fpsyg.2017.02169

Piccardo, E. (2019). We are all (potential) plurilinguals: Plurilingualism as an overarching, holistic concept. OLBI Journal, 10, 183-204. DOI: https://doi.org/10.18192/olbiwp.v10i0.3825

Piccardo, E., & North, B. (2020). The dynamic nature of plurilingualism: Creating and validating CEFR descriptors for mediation, plurilingualism and pluricultural competence. In S. Man Chau Lau & S. Van Viegen (Eds.), Plurilingual pedagogies: Critical and creative endeavors for equitable language (in) education (pp. 279-302). Springer.

Querrien, D. (2017). Étudier l'influence d'une formation continue sur les croyances, les representations et les pratiques d'intervenants scolaires à l'égard des élèves allophones [Studying the influence of ongoing training on the beliefs, representations and practices of school workers with respect to allophone students]. Recherches qualitatives, 38, 1-141. DOI: https://doi.org/10.7202/1064933ar

Rampton, B. (2017). Crossing: Language and ethnicity among adolescents. Routledge.

Scuzzarello, S., & Carlson, B. (2019). Young Somalis' social identity in Sweden and Britain: The interplay of group dynamics, socio-political environments, and transnational ties in social identification processes. Migration Studies, 7, 433-454. DOI: https://doi.org/10.1093/migration/mny013

Shuval, J. T. (2002). Diaspora migration: Definitional ambiguities and a theoretical paradigm. International Migration, 38, 41-56. DOI: https://doi.org/10.1111/1468-2435.00127

Slaughter, Y., & Cross, R. (2021). Challenging the monolingual mindset: Understanding plurilingual pedagogies in English as an Additional Language (EAL) classrooms. Language Teaching Research, 25, 39-60. DOI: https://doi.org/10.1177/1362168820938819

Smythe, F. (2020). Language inclusiveness in education: Implications for immigrant students in France and New Zealand. New Zealand Journal of Educational Studies, 55, 215-246. DOI: https://doi.org/10.1007/s40841-020-00164-2

Sterzuk, A. & Shin, H. (2021). English monolingualism in Canada: A critical analysis of language ideologies. In U. Lanvers, A. S. Thompson, & M. East (Eds.), Language learning in Anglophone countries (pp. 53 - 70). Palgrave Mammillan,. DOI: https://doi.org/10.1007/978-3-030-56654-8_4

Sugihara, K. (2019). Multiple paths to industrialization: A global context of the rise of emerging states. In K. Otsuka & K. Sugihara (Eds.), Paths to the emerging state in Asia and Africa (pp. 1-33). Springer.

Takeda, M. (2021). Building equality and social cohesion in Myanmar: Plurilingualism as a platform for establishing peace culture. In C. Yamahata, D.M. Seekins, & M. Takeda (Eds.), Social transformations in India, Myanmar, and Thailand (pp. 29-50). Palgrave Macmillan. DOI: https://doi.org/10.1007/978-981-15-9616-2_3

Tracy, K., & Robles, J. S. (2013). Everyday talk: Building and reflecting identities. Guilford Press.

Tupas, R. (2019). Entanglements of colonialism, social class, and unequal Englishes. Journal of Sociolinguistics, 23, 529-542. DOI: https://doi.org/10.1111/josl.12384

Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies, 30, 1024-1054. DOI: https://doi.org/10.1080/01419870701599465

Vertovec, S. (2019). Talking around super-diversity. Ethnic and Racial Studies, 42, 125-139. DOI: https://doi.org/10.1080/01419870.2017.1406128

Vertovec, S., & Cohen, R. (Eds.). (2002). Conceiving cosmopolitanism: Theory, context, and practice. Oxford University Press.

Virilio, P. (2012). The administration of fear. MIT Press.

Yazan, B., & Rudolph, N. (Eds.) (2018).Introduction: Apprehending identity, experience, and (in) equity through and beyond binaries. In Criticality, teacher identity, and (in) equity in English languagae teaching (pp. 1-19). Springer, Cham.

Published
2022-03-31
How to Cite
ZeaiterL. (2022). The Role of Plurilingual Pedagogy in Affirming Immigrants’ Identities in Canada. Journal of Language and Education, 8(1), 209-215. https://doi.org/10.17323/jle.2022.13682