Applying Plurilingual Pedagogy in First-Year Canadian Higher Education: From Generic to Scientific Academic Literacy

Abstract

In this chapter, I analyze data from a one-year ethnographic study of plurilingualism as an asset for learning across the disciplines at West Coast University in Metro Vancouver, Canada. I discuss the extent to which the concepts of plurilingualism and plurilingual pedagogy fit into multiple contexts at the university, and look for factors that allow for or negate the embracing of languages other than English as tools for learning. I begin by reviewing data from previous studies I have carried out in which I analyzed the multi/plurilingual practices of students taking first-year academic literacy courses at institutions in the city, illustrating students’ rich and varied uses of multiple languages in and around their learning. I then consider the applicability of key aspects of plurilingual pedagogy – most notably, the embracing of multiple languages as assets for learning – in three Applied Sciences classes, one technical and two focused on writing. I found that when the learning context changed, in particular the content and purpose of courses, so too did the applicability of plurilingual pedagogy. I conclude by suggesting that advocates of plurilingual practices in education need to respect differences, tread carefully, avoid idealization, and look for nuanced representations of plurilingualism in their collaborations with colleagues across the disciplines as they aim to help students to succeed academically.