Plurilingual teachers and their experiences navigating the academy: Lessons and strategies for equity
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Issue Date
2015
Editor
Authors
Gagné, Antoinette
Chassels, Carrie
McIntosh, Megan
License
Subject
Abstract
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.