Translanguaging for communication and identity (re)building: The story of a 74-year old Brazilian woman in Montreal (by Angelica Galante)

Angelica was born in São Paulo, Brazil, and has both Italian and Spanish heritage. Growing up, she would flexibly use Italian, Spanish and Portuguese in conversations and mixing languages has always been something natural for her. She attended Universidade de São Paulo, Brock University, and completed a PhD in language education at OISE/University of Toronto. Angelica moved to Montreal in 2018, when she accepted a position as assistant professor in Applied Linguistics at Concordia University and became a BILD member . For more about Angelica see our Active Members page.

After decades of research, the field of applied linguistics has finally recognized that languages in fact constantly and actively interact with one another, making it difficult to completely switch off one language while keeping another turned on. Continue reading

Haiti—Where Theory Meets Reality (by Caroline Riches)

Haiti, it seems, is not a common destination, as people express an element of surprise and curiosity when I share that I have visited there. I have the privilege of being part of a project that involves research and professional development work with in-service English as a Foreign Language (EFL) teachers in Haiti. The story of how I got to be involved with this work in Haiti will have to be told another time, but suffice it to say that it has exposed me to a completely other world. Continue reading

A Roller Coaster of Questions: The Bi[Multi]lingualism Identity in French Second Language Education (by Jessica Irvine)

Jessica Irvine resides on Treaty 4 land – Home of the Nakota, Dakota, Lakota, Saulteaux, Nêhiyawak (Cree), and Métis. She completed her Bachelor of Education in French Education at the University of Regina. Currently she teaches grade 1 through 8 Core French with Regina Public Schools. She has also returned to the University of Regina and is completing her Masters of Education in Curriculum and Instruction. Her research interests include curriculum development, language policy, identity theory, cultural, Indigenous language revitalization, creating curriculums based on one’s “place”, lifewriting, qualitative inquiry, Indigenous methodologies, bilingualism, and multilingualism. Jessica’s thesis will focus on the cultural outcomes of the Saskatchewan Core French curriculum from both Indigenous and non-Indigenous perspectives. When Jessica isn’t writing, reading, or researching, she is either out running or hiking with her 4-legged running partner, Ginny, or training for Spartan obstacle course races.

Continue reading