![]() To help combat this deficit-approach in TESOL, this chapter draws from plurilingualism as a theoretical-pedagogical framework for an action-oriented approach to AL teaching, learning, and assessment. This native speakerism delegitimizes learners’ existing knowledges in their first and additional languages, disparaging students’ plurilingual competence by focusing on teaching students how to acquire a native speaker accent in the target language. ![]() Yet, in pedagogies for language domains such as pronunciation, white monolingual native speaker ideologies persist, which view additional language (AL) learners as a deficient version of an idealized native speaker model. Multilingualism is increasingly becoming the norm among students and teachers in the field of Teaching English to Speakers of Other Languages (TESOL) around the globe. I conclude with implications with regards to critically employing plurilingual instruction to foster linguistically inclusive Canadian AL education. Drawing from the Common European Framework of References (CEFR) for languages, I outline how (1) to use specific CEFR "Can-do" descriptors (2) to design or adapt specific language tasks, and (3) to then assess student task performance accordingly afterwards. To help teachers address this gap among theory, practice, and policy in the AL classroom, I propose a linguistically inclusive, action-oriented, plurilingual approach to AL task design and assessment. It is therefore unsurprising that AL educators often express feeling unprepared to teach multilingual and multicultural learners. Despite increasing multilingualism and multiculturalism in Canada, however, official and de facto monolingual policies persist⎯both in societal and educational settings⎯and continue to promote outdated target language-only instructional methods. In Proceedings of the 10th International Conference on Language Resources and Evaluation (LREC 2016) (and, please, cite the paper as well).Plurilingualism puts forth a theoretical-pedagogical framework for additional language (AL) instruction that is linguistically inclusive and culturally responsive. Tiedemann, 2016, Finding Alternative Translations in a Large Corpus of Movie Subtitles.
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