Concordia University

https://www.concordia.ca/content/concordia/en/faculty.html

Angelica Galante, PhD

Assistant Professor, Education

Office: S-FG 6449 
Faubourg Ste-Catherine Building,
1610 St. Catherine W.
Phone: (514) 848-2424 ext. 5893
Email: angelica.galante@concordia.ca
Website(s): Plurilingual Lab
YouTube Channel
Google Scholar
Research Gate
Academia.edu

Education

PhD, Language and Literacies Education, OISE/University of Toronto
TESL Ontario Certificate, Language Learning Theory and Methodology Instructor
MA, Applied Linguistics (TESL), Brock University
BEd, Second Language Teaching, Universidade de São Paulo
Certificate in Theatre, Senac São Paulo
Certificate for Overseas Teachers of English, Cambridge
BA, English Literature and Linguistics, Universidade de São Paulo

Professional Membership

American Association for Applied Linguistics
Canadian Association of Applied Linguistics
Canadian Association of Second Language Teachers
TESOL International Association
TESL Canada
TESL Ontario

Awards

My PhD research explored affordances of plurilingual instruction compared to monolingual instruction in language education (available at http://hdl.handle.net/1807/91806). It won the following national and international awards:
The Leithwood Award for Best Thesis of the Year at the Ontario Institute for Studies in Education/University of Toronto (2018)
The Multilingual Matters Award at the American Association for Applied Linguistics for best graduate multilingual research (2018)
The International Foundation Program at New College/University of Toronto Senior Doctoral Award (2017)
The International Research Foundation for English Language Education Doctoral Award (2016)
Social Sciences and Humanities Research Council of Canada Doctoral Award (2016-2018)
Ontario Graduate Scholarship for Doctoral Studies (2015)
Academic Excellence Awards (2013-2018)

Profesional Experience

Applied Linguistics Lecturer, Brock University, 2016-2018
Applied Linguistics Lecturer, York University, 2014-2018
School of Graduate Studies Instructor, University of Toronto, 2016-2017
Academic Advisor, University of Toronto, 2015-2017
English for Academic Purposes Instructor, University of Toronto, 2014-2016
Occupation-specific Language Instructor, George Brown College, 2014-2015
Curriculum Developer, International Foundation Program at the University of Toronto, 2014-2015
English for Academic Purposes Instructor, Niagara College, 2011-2014
EFL Teacher Educator and Program Coordinator, Cellep São Paulo, 2006-2008
Curriculum Developer, Cellep São Paulo, 2006-2008
English as a Foreign Language Instructor, Cellep São Paulo 1996-2006
Second Language Theatre Instructor/Director, Cellep São Paulo, 1996-2006
English as a Foreign Language Instructor, Yázigi São Paulo, 1994-1996

Past Courses

Teaching Listening and Speaking in a Second Language, Brock University
Bilingualism, Brock University
English Grammar, Brock University
Canadian Language and Culture, York University
English Pronunciation, University of Toronto
Academic Presentation Skills, University of Toronto
Academic Writing, University of Toronto
Professional Language Training for Immigrants, George Brown College


Research Interests

Language Pedagogy, Sociolinguistics, Sociocultural Theories, Plurilingualism and Multilingualism, Plurilingual and Pluricultural Competence, Translanguaging, Language and Identity, Drama in Language Learning, Pronunciation Instruction, Cognition and Emotion


Teaching Activities

APLI 630 Syllabus & Curriculum Design
APLI 610 Teaching and Learning L2 Vocabulary
TESL 331 Grammar for Teachers


Research Activities

Funded Research Projects

Research Project 1

Principal Investigator: Facilitating the Shift from Monolingual to Plurilingual Language Pedagogy/Enseignement des langues : faciliter la transition du monolinguisme au plurilinguisme

Fonds de Recherche du Québec – Société et Culture (FRQ–SC) Soutien à la recherchépour la relève professorale (NP)

Amount: $52,453

Duration: 2019–2021 (3 years)

More info: https://doe.concordia.ca/plurilinguallab/facilitating-the-transition-from-monolingual-to-plurilingual-language-teaching/

Research Project 2

Principal Investigator: Examining the linguistic and cultural experiences of Canadian residents

Concordia University Start-up Grant

Amount: $10,000

Duration: 2018–2020 (2 years)

More info: https://doe.concordia.ca/plurilinguallab/examining-canadian-residents-linguistic-and-cultural-repertoire/



Representative Publications

Galante, A. (2019). “The moment I realized I am plurilingual”: Plurilingual tasks for creative representations in EAP at a Canadian university. Applied Linguistics Review. Advance online publication. 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). Drama for L2 speaking and language anxiety: Evidence from Brazilian EFL learners. RELC Journal, 49(3), 273–289. Retrieved from https://journals.sagepub.com/doi/abs/10.1177/0033688217746205?journalCode=rela

Galante, A. (2018). Examining foreign language policy and its application in an EFL university program: teacher perspectives on plurilingualism. In K. Bailey & J. Crandall (Eds.), Global perspectives on educational language policies (pp. 46-55). New York, NY: Routledge. Retrieved from https://www.taylorfrancis.com/books/9781315108421/chapters/10.4324/9781315108421-4

Piccardo, E. & Galante, A. (2018). Plurilingualism and agency in language education: The role of dramatic action-oriented tasks. In J.Choi & S. Ollerhead (Eds.), Plurilingualism in learning and teaching: Complexities across contexts (pp. 147-164). New York, NY: Routledge. Retrieved from https://www.taylorfrancis.com/books/9781315392462/chapters/10.4324/9781315392462-9

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). New York, NY: Springer. Retrieved from https://link.springer.com/referenceworkentry/10.1007/978-3-319-44694-3_13

Galante, A. & Thomson, R. I. (2017). The effectiveness of drama as an instructional approach for the development of L2 fluency, comprehensibility, and accentedness. TESOL Quarterly Journal, 51(1),115–142. Retrieved from https://onlinelibrary.wiley.com/doi/10.1002/tesq.290

Coelho, D., Galante, A., & Pires, A. (2016). Online collaborative learning: Implementing a project with Edmodo. The Electronic Journal for English as a Second Language, 19(4), 1–15. Retrieved from http://www.tesl-ej.org/wordpress/issues/volume19/ej76/ej76int/

Galante, A. (2015). Intercultural communicative competence in English language teaching: Towards validation of student identity. Brazilian English Language Teaching Journal, 6(1), 29–39. Retrieved from http://revistaseletronicas.pucrs.br/ojs/index.php/belt/article/view/20188

Galante, A. (2015). Conectando a realidade plurilingue brasileira ao ensino de língua portuguesa e o letramento digital. Revista Saberes, 2(1), 32–43. Retrieved from https://www.faculdadeages.com.br/uniages/wp-content/uploads/2015/05/Revista-Saberes-n%C3%82%C2%BA-2.compressed.pdf

Galante, A. (2014). Developing EAL learners' intercultural sensitivity through a digital literacy project. TESL Canada Journal, 32(1),53–66. Retrieved from https://teslcanadajournal.ca/index.php/tesl/article/view/1199

Galante, A. (2014). English language teaching in the post-method era. Contact Magazine, 40(3), 57–62. Retrieved from http://contact.teslontario.org/wp-content/uploads/2016/04/ContactSummer2014.pdf


Selected Conference Presentations & Invited Talks (past 3 years)

Galante, A. (2019, May). Shifting language instruction from monolingual to plurilingual. Invited research presentation at the Languages Without Borders/Langues Sans Frontières conference from the Canadian Association of Second Language Teachers (CASLT). Fredericton, NB.

Galante, A. (2019, May). "Bonjour, Hi:" From bilingual language separation to plurilingual language integration. Invited talk at the Discourses in Diversity: Plurilingual Perspectives conference at Vanier College. Montreal, QC.

Galante, A. (2019, April). How does it feel to use that word? Linking cognition and emotion for social transformation. Invited talk at the Arts and Multimedia Language Facility at McGill University Montreal, QC.

Galante, A. (2019, March). Examining translanguaging for vocabulary development in additional languages. Paper presentation at the American Association for Applied Linguistics (AAAL). Atlanta, GA.

Piccardo, E, Cho, K, & Galante, A. (2019, March). Developing and implementing a new pedagogical framework: Data from plurilingual action-oriented scenarios in North American language classrooms Paper presentation at the America Association for Applied Linguistics (AAAL). Atlanta, GA.

Galante, A. (2018, October). A quasi-experimental study investigating L2 vocabulary development among multilingual students in Canada. Paper presentation at the Second Language Research Forum (SLRF). Montréal, QC.

Piccardo, N., North, B., & Galante, A. (2018, August). From language policy to pedagogical practice: The role of mediation and plurilingualism in language education. Invited colloquium at the Multidisciplinary Approaches in Language Policy and Planning Conference. Toronto, ON.

Galante, A. (2018, May). The effects of plurilingual instruction compared to monolingual instruction: A quasi-experimental study in an EAP program in Canada. CCERBAL Conference: Translanguaging,opportunities and challenges in a global world. Ottawa, ON.

Galante, A. (2018, May). Language for social cohesion:Toward plurilingualism and pluriculturalism in language education. Invited Presentation at OECD's 4th Policy Forum – Strength through Diversity: Social Emotional Learning to Foster a Sense of Belonging for Immigrant and Refugee Learners. Fredericton, NB.

Galante, A. (2018, March). More effective approach for international EAP students: monolingual or plurilingual? Paper presentation at TESOL Convention. Chicago, IL.

Cole, C., & Galante, A. (2018, March). Building plurilingual and pluricultural competence in TESOL. Practice-oriented presentation at TESOL Convention. Chicago, IL.

Galante, A. (2018, March). Monolingual or plurilingual? An experimental study investigating the effects of plurilingual instruction in an EAP program at a Canadian university. Paper presentation at the American Association for Applied Linguistics (AAAL). Chicago, IL.

Cieglinski, A., & Galante, A. (2018, March). “Will I speak British or American English?”: Investigating plurilingual instruction in an EFL university program in Brazil. Paper presentation in invited colloquium: Language Education Policy: Bottom-up voices and the power of agency at the American Association for Applied Linguistics (AAAL). Chicago, IL.

Piccardo, E., & Galante, A. (2018, March). Embracing complexity through a plurilingual online and innovative pedagogical approach. Paper presentation in invited colloquium: Linguistic and cultural diversity reinvented (LINCDIRE): Enhancing North America’s plurilingual landscape through digital and pedagogical innovation at the American Association for Applied Linguistics (AAAL). Chicago, IL.

Galante, A. (2017, August). Brazilian foreign language policies and plurilingualism: University EFL teacher perspectives. Paper presentation at the Multidisciplinary Approaches in Language Policy & Planning conference. Toronto, ON.

Galante, A. (2017, August). Exploring how Brazilian English teachers’ plurilingual identities inform pedagogy. Paper presentation at AILA conference. Rio de Janeiro, Brazil.

Prasad, G., & Galante, A. (2017, July). Isn’t plurilingualism the same as multilingualism? Clarifying concepts and linking the theory of plurilingualism into practice. Paper presentation in invited colloquium: Transforming language and teacher education through innovative asset-oriented plurilingual pedagogies at AILA conference. Rio de Janeiro, Brazil.

Galante, A. (2017, July). Drama as an innovative approach for language learning: Contributions to the field of applied linguistics. Paper presentation at AILA conference. Rio de Janeiro, Brazil.

Galante, A., Okubo, K., Wotton, C., Carozza, N.,Wilkinson, C., Cole, C., & Abd Elkader, N. (2017, June). Harnessing academic culture with plurilingual tasks: EAP teachers’ perceptions. Panel presentation at TESL Canada Conference. Niagara Falls, ON.

Galante, A. (2017, May). Plurilingualism in action: Perspectives from refugee language teachers’ in a Brazilian NGO. Paper presentation at the Canadian Association of Applied Linguistics (ACLA/CAAL). Toronto, ON.

Adb Elkader, N., Galante, A., Okubo, K., Cole, C., & Carozza, N. (2017, May). ‘I’ve learned more than English:’ Exploring the effects of plurilingual tasks in EAP programs. Panel presentation at TESL Toronto conference. Toronto, ON.

Galante, A. (2017, March). ‘But can I use another language in this situation?’ Drama as a pedagogical approach in TESOL for plurilingual choices. Paper presentation in invited colloquium: Creativity in language teaching and learning at the American Association for Applied Linguistics (AAAL). Portland, OR.

Galante, A. (2017, March). Examining plurilingual teachers’ perceptions of their own language pedagogy: Contributions from immigrant teachers in a Brazilian NGO. Paper presentation at the American Association for Applied Linguistics (AAAL). Portland, OR.

Galante, A. (2017, April). Integrating plurilingual practices in ELT in a superdiverse world. Paper presentation at the International Association of Teachers of English as a Foreign Language (IATEFL) conference. Glasgow, Scotland.

Galante, A. (2016, May/June). Digital literacies and interculturality: Engaging language learners in critical dialogues. Paper presentation at the 13th Annual Language and Literacy Researchers of Canada (LLRC) Pre-Conference. Calgary, AB.

Galante, A. (2016, May/June). An exploration of plurilingualism in language learning: Bridging the gap between theory and practice. Paper presentation at the Canadian Association of Applied Linguistics (ACLA/CAAL). Calgary, AB.

Galante, A. (2016, May). Using technology in ELT to integrate language and culture:Intercultural communicative competence in Brazil and beyond. Paper presentation at the 5th International Conference on Second Language Pedagogies at the University of São Paulo. São Paulo, Brazil.

Galante, A. (2016, April). Plurilingualism in language learning: Addressing the disconnect between theory and practice. Paper presentation in invited colloquium Plurilingualism-inspired pedagogy: Creating synergies across languages through and for creativity and criticality at the American Association for Applied Linguistics. Orlando, FL.

Freitas, D., & Galante, A. (2016, April). Non-native speakers testing native speakers’ language abilities: English language examiners’ identities in high-stakes English oral examinations. Roundtable presentation at the American Association for Applied Linguistics. Orlando, FL.

Galante, A. (2016, March). An international review of plurilingualism in language education: Looking back, moving forward. Paper presentation at the Comparative and International Education Society (CIES) Annual Conference. Vancouver, BC.

Coelho, D., Galante, A., & Pires, A. (2016, Mach) Intercultural dialogues through international telecollaboration. Paper presentation at TESOL Arabia. Dubai, United Arab Emirates.


Selected Media Contributions

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. (2018, October 22). Translanguaging for communication and identity (re)building: The story of a 74-year-old 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/

Galante, A. (2018, August). From monolingual to plurilingual: Toward a paradigm shift in TESOL. TESOL Convention's Applied Linguistics Interest Group. Retrieved from http://newsmanager.commpartners.com/tesolalis/issues/2018-10-02/3.html?fbclid=IwAR2sK4Bq5JEWHLzKUiphJFJSehbugOuIWTHBuai54cMh8aUuVUBAlMkavq0

May, 2017. Invitation by TESOL Academic to talk about co-published article in TESOL Quarterly (USA). https://www.youtube.com/watch?v=-ZYQXgMdIoQ

May, 2017. Video-recorded presentation of Integrating plurilingual practices in ELT in a superdiverse world for IATEFL and British Council (Glasgow,UK). https://iatefl.britishcouncil.org/2017/session/integrating-plurilingual-practices-elt-superdiverse-world

April, 2017. Highlighted article at TESOL Connections – Keeping English language professional connected(USA). http://newsmanager.commpartners.com/tesolc/issues/2017-04-01/1.html

April, 2016. Highlighted research at Chronicle of Higher Education (Canada). http://www.chronicle.com/article/Why-Theater-Majors-Are-Vital/235925?cid=trend_right_h

February, 2016. Interview for Brock University News (Canada) about the use of drama in EFL learning. https://brocku.ca/brock-news/2016/04/brock-research-finds-drama-and-theatre-help-non-english-speaking-students-to-better-speak-english/

December, 2015. Interview for Higher Colleges of Technology News (United Arab Emirates) about international collaborative projects. http://news.hct.ac.ae/en/2016/01/aamc-faculty-highlights-students-learning-processes-international-collaborative-project/

August, 2014. Interview for Faculty of Education of the University of São Paulo (Brazil) about ETL in the post-method era. http://www4.fe.usp.br/i-eaple-encontro-de-alunos-e-professores-de-linguas-estrangeiras

Back to top

© Concordia University