Plurilingualism has populated the intersection of theory and pedagogy with practices that support the inclusion of diverse linguistic and cultural identities in language education. In some educational contexts, such as English for Academic Purposes (EAP), plurilingual practices can be met with resistance due to systemic target-language-only…

Complex noun phrases (CNP) are a major vehicle of academic written discourse (Halliday, 1988/2004). However, despite the view that they pose significant challenges to English language learners, they are rarely taught in college-based English for Academic Purposes (EAP) programs, especially for the purposes of improving reading comprehension. This…

Linguistic identity is deeply embedded in how individuals identify within groups and cultures (Gee, 2000; Sachs, 2005). The contexts of English as a second language (ESL) teaching in Quebec and ESL teachers' range of linguistic repertoires provide an interesting landscape for considering issues of identity, equity, and acceptance (De Costa &…

Supporting Ontario's diverse multilingual learners (MLs) requires more than "just good teaching" (de Jong & Harper, 2005, p. 102). MLs' success is tied to specific teacher knowledge, attitudes, and pedagogical moves based on linguistically responsive teaching (Lucas & Villegas, 2013). This study investigated the perspectives of…

In this article, we describe and evaluate a research utilization initiative designed to bridge the teaching English as a second language (TESL) research-practice gap by fostering the formation of and supporting professional learning communities (PLCs) in adult ESL instructional contexts. We review literature on teachers' professional reading,…

Although English language teaching professionals are committed to ongoing continuous professional development, economic and workload factors may impede their ability to attend a traditional 2-day annual conference. Teachers have turned to social media as an alternative approach to self-directed professional development. In particular, Twitter has…

Student resistance in the language/literacy classroom has been an important focus of research in TESOL and applied linguistics. This article examines resistance by two adult-arrival immigrant students in a developmental literacy classroom, drawing from a larger ethnographic case study focused on students' transition into community college. The…

Many learners, even those studying at universities in regions where the target language is spoken, lack opportunities for meaningful language use outside of the classroom. One avenue for learners to increase authentic target-language communication is online affinity spaces within social media platforms, where interactions with other users are…

This article analyzes the academic identity constructions of applied linguists in the context of interdisciplinary collaborations as they seek to integrate language and content at the curricular core of an increasingly multilingual and multicultural university in Western Canada. The study draws on transcripts of audiotaped monthly meetings, framed…