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Recent years have witnessed major development in plurilingual pedagogies which support the use of learners' repertoire of languages in language learning contexts (Payant & Galante, 2022; Piccardo, 2013). However, little research has been undertaken to examine adult plurilingual learners' perceptions towards the use of their languages during authentic collaborative writing tasks and contrasted these views with their actual behaviours. In this case study, six plurilingual adult learners of English in a Canadian university with three unique L1s (Romanian, Russian, Spanish) completed two collaborative writing tasks on two separate occasions. Each dyad shared the same linguistic profiles and were encouraged to draw on their entire repertoire to complete the tasks. Semi-structured interview data shows differing levels of openness towards L1 and L2 (French) use during language-learning writing tasks. The analysis of the interaction confirms multiple uses for the L1; however, the L2 was seldom observed during interactions. The findings are discussed from a plurilingual lens and pedagogical implications are discussed. more...

The field of language pedagogy has increasingly advocated for the implementation of plurilingual approaches which promote learners' ability to mobilize all linguistic resources at their disposal in order to communicate in different situations with various interlocutors [Cabré Rocafort 2019. "The Development of Plurilingual Education Through Multimodal Narrative Reflection in Teacher Education: A Case Study of a Pre-Service Teacher's Beliefs About Language Education." "Canadian Modern Language Review" 75 (1): 40-64; Coste, Moore, and Zarate 2009. "Plurilingual and Pluricultural Competence."]. The implementation of such approaches, however, relies greatly on teachers' openness and ability to help their learners explore their linguistic and cultural repertoires. To date, the beliefs of pre-service teachers (PSTs) in Quebec regarding the implementation of plurilingual approaches remain under-researched. This exploratory study aimed at examining the beliefs of future teachers regarding the pertinence and feasibility of implementing a plurilingual approach, as well as the impact of teacher education and previous language learning experiences on these beliefs. An online questionnaire was shared with undergraduate ESL teacher education programs across the province of Quebec and answers from 52 PSTs were collected and analyzed. Results suggest that future teachers were reluctant to implement a plurilingual approach, despite holding positive beliefs towards certain underlying principles of plurilingualism. Findings also indicate that PSTs are heavily encouraged, during teacher education, to maintain a monolingual class policy. Pedagogical implications are discussed in light of research on plurilingualism and PSTs' beliefs. more...

English as an additional language (EAL) teachers include peer feedback activities during the writing process to foster autonomy amongst EAL writers and support target language development. Research has demonstrated the importance of providing peer feedback training to learners in order to improve the efficacy of peer revision (Rahimi, 2013). Peer feedback review activities, however, are often individual tasks despite the evidence that collaborative writing activities are essential for EAL learners (Wigglesworth & Storch, 2012). This classroom practice article introduces a threefold pedagogical training designed for English for academic purposes (EAP) learners which combines individual and collaborative peer review activities. The proposed peer collaborative written corrective feedback framework (C-WCF) scaffolds novice academic writers through the peer review process while emphasizing collaborative learning. more...