Angelica Galante

Assistant Professor

McGill University

Canada

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Articles (10)

Teaching for intercultural understanding – to what extent do curriculum documents encourage transformative intercultural experiences?

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Year:

2023

Digital plurilingual pedagogies in foreign language classes: empowering language learners to speak in the target language

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Year:

2023

Plurilingual and pluricultural competence (PPC) scale: the inseparability of language and culture

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Year:

2022

Teaching pronunciation: toward intelligibility and comprehensibility

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Year:

2022

Translanguaging drama: embracing learners’ perezhivanie for embodiment of the repertoire

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Year:

2022

Affordances of Plurilingual Instruction in Higher Education: A Mixed Methods Study with a Quasi-experiment in an English Language Program

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Year:

2022

Plurilingualism and Translanguaging: Pedagogical Approaches for Empowerment and Validation—An Introduction

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Year:

2022

Plurilingual and pluricultural as the new normal: an examination of language use and identity in the multilingual city of Montreal

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Year:

2021

“English‐Only Is Not the Way to Go”: Teachers’ Perceptions of Plurilingual Instruction in an English Program at a Canadian University

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Year:

2020

Pedagogical translanguaging in a multilingual English program in Canada: Student and teacher perspectives of challenges

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Year:

2020

Collaborators (2)

Ruth Fielding

Senior Lecturer in Languages and TESOL

MONASH UNIVERSITY

AUSTRALIA

Gary Bonar

MONASH UNIVERSITY

AUSTRALIA

Angelica Galante

Research Interests

Explore related searches

Contact this professor

Articles (10)

Teaching for intercultural understanding – to what extent do curriculum documents encourage transformative intercultural experiences?

Digital plurilingual pedagogies in foreign language classes: empowering language learners to speak in the target language

Plurilingual and pluricultural competence (PPC) scale: the inseparability of language and culture

Teaching pronunciation: toward intelligibility and comprehensibility

Translanguaging drama: embracing learners’ perezhivanie for embodiment of the repertoire

Affordances of Plurilingual Instruction in Higher Education: A Mixed Methods Study with a Quasi-experiment in an English Language Program

Plurilingualism and Translanguaging: Pedagogical Approaches for Empowerment and Validation—An Introduction

Plurilingual and pluricultural as the new normal: an examination of language use and identity in the multilingual city of Montreal

“English‐Only Is Not the Way to Go”: Teachers’ Perceptions of Plurilingual Instruction in an English Program at a Canadian University

Pedagogical translanguaging in a multilingual English program in Canada: Student and teacher perspectives of challenges

Collaborators (2)

Ruth Fielding

Gary Bonar

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