Galante, A., Okubo, K., Cole, C., Abd Elkader, N., Carozza, N., Wilkinson, C., Wotton, C., & Vasic, J. (forthcoming). Plurilingualism in higher education: A collaborative initiative for the implementation of plurilingual pedagogy in an English for Academic Purposes program at a Canadian university. TESL Canada Journal
Galante, A. (forthcoming). Translanguaging for vocabulary improvement: A mixed methods study with international students in a Canadian EAP program. In T. Zhongfeng, L. Aghai, P. Sayer & J. L. Schissel (Eds.), Envisioning TESOL through a translanguaging lens.
Neumann, H., Padden, N., & McDonough, K. (2019). Beyond proficiency scores: Understanding the academic performance of international undergraduate students during the first year of study. Higher Education Research & Development, 38(2). doi: 10.1080/07294360.2018.1522621
Galante, A. (forthcoming). Plurilingualism and TESOL in two Canadian postsecondary institutions: Towards context-specific perspectives. In S. Lau & S. Stille (Eds.), Plurilingual pedagogies: Critical and creative endeavours for equitable language (in) education. Toronto: Springer.
Neumann, H. Leu, S., & McDonough, K. (2019). L2 writer’s use of outside sources and the related changes. Journal of English for Academic Purposes, 38, 106–120. doi: 10.1016/j.jeap.2019.02.002
Galante, A. (2019, January). It’s time to change the way we teach English. The Conversation Canada. Retrieved from https://theconversation.com/its-time-to-change-the-way-we-teach-english-109273?fbclid=IwAR1WXkFt1Mu5FuFU273NzeyjMlJVtVlKW2KsJ4W1jQHhZLpvFdCVblgmi7s
Galante, A. (2019). “The moment I realized I am plurilingual”: Plurilingual tasks for creative representations in EAP at a Canadian university. Applied Linguistics Review. doi: 10.1515/applirev-2018-0116
Galante, A. (2019). Plurilingualism in linguistically diverse language classrooms: Respecting and validating student identity. In V. Kourtis-Kazoullis, T. Aravossitas, E. Skourtou & P. P. Trifonas (Eds.), Interdisciplinary research approaches to multilingual education (pp. 65–78). New York, NY: Routledge. Retrieved from https://www.taylorfrancis.com/books/9781351170086/chapters/10.4324/9781351170086-6
Galante, A. (2018). From monolingual to plurilingual: Toward a paradigm shift in TESOL. TESOL Convention’s Applied Linguistics Newsletter. Retrieved from http://newsmanager.commpartners.com/tesolalis/issues/2018-10-02/3.html?fbclid=IwAR2sK4Bq5JEWHLzKUiphJFJSehbugOuIWTHBuai54cMh8aUuVUBAlMkavq0
Galante, A. (2018). Linguistic and cultural diversity in language education through plurilingualism: Linking the theory into practice. In P. P. Trifonas & T. Aravossitas (Eds.), International handbook on research and practice in heritage language education (pp. 313–329). Toronto: Springer. Retrieved from https://link.springer.com/referenceworkentry/10.1007%2F978-3-319-38893-9_13-1
Galante, A. (2018, October 21). Translanguaging for communication and identity (re)building: The story of a 74-year old Brazilian woman in Montreal [Blog post]. Retrieved from http://bild-lida.ca/blog/uncategorized/translanguaging-for-communication-and-identity-rebuilding-the-story-of-a-74-year-old-brazilian-woman-in-montreal-by-angelica-galante/
Neumann, H. (2015). The role of information management in the assessment of grammar in L2 academic writing: An exploratory study. Writing & Pedagogy, 7(2-3), 329-352. doi: http://10.1558/wap.v7i2-3.26045
Neumann, H., & McDonough, K. (2015). Exploring student interaction during collaborative prewriting discussions and its relationship to L2 writing. Journal of Second Language Writing, 27, 84-104. doi: 10.1016/j.jslw.2014.09.009
Neumann, H. (2014). Teacher assessment of grammatical ability in second language academic writing: A case study. Journal of Second Language Writing, 24, 83–107. doi: 10.1016/j.jslw.2014.04.002
Neumann, H., & McDonough, K. (2014). Exploring the relationships among student preferences, prewriting tasks, and text quality in an EAP context. Journal of English for Academic Purposes, 15, 14-26. doi: http://10.1016/j.jeap.2014.05.002
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