Bilingual, Multilingual, and Multicultural Education Commons^™

Tutoring Through The Lens Of Translingualism, Stephanie Samboo, Danielle Palombi, Sarah Sinclair, Kathleen Oakey

Publications and Scholarship

This presentation explores how Sheridan College’s Tutoring Centre, in collaboration with ESL and Communications faculty, is building capacity for a meaningful culture shift in how our Tutoring Centre addresses multilingual learners.

Inspired by Translingualism research, faculty members collaborated with our tutors to deepen their understanding of Student needs and enrich the tutors’ practice through exposure to SoTL literature and Translingual approaches.

Translingual Theory argues for an approach that (1) honors the power of all language users to shape language to specific ends, (2) recognizes the linguistic heterogeneity of all users of language both in the United States and globally, and …

Tutoring Through The Lens Of Translingualism, Stephanie Samboo, Danielle Palombi, Sarah Sinclair, Kathleen Oakey

Publications and Scholarship

This presentation explores how Sheridan College’s Tutoring Centre, in collaboration with ESL and Communications faculty, is building capacity for a meaningful culture shift in how our Tutoring Centre addresses multilingual learners.

Inspired by Translingualism research, faculty members collaborated with our tutors to deepen their understanding of Student needs and enrich the tutors’ practice through exposure to SoTL literature and Translingual approaches.

Translingual Theory argues for an approach that (1) honors the power of all language users to shape language to specific ends, (2) recognizes the linguistic heterogeneity of all users of language both in the United States and globally, and …

Dialogic Pedagogy And Educating Preservice Teachers For Critical Multiculturalism, Nermine Abd Elkader

Faculty Publications and Scholarship

The study investigates the potentials of educating preservice teachers for critical multiculturalism through dialogic pedagogy. The study findings suggest that dialogic pedagogy experienced some successes in encouraging preservice teachers to revise their worldview about certain topics in the multicultural curriculum about which they were not initially open to dialogue. The study should contribute to the literature of dialogic pedagogy and multicultural education in terms of suggesting more democratic educational approaches toward teaching the controversial topics of the multicultural curriculum.